We found 660 results that contain "deleting a region of dna or adding a new segment"
Posted on: Group 2
New Playlist ADHD and School interventions - ADDED
School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies.
Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.
Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010)
preventive and intervention strategies.
Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.
Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010)
Posted on: 9 Proven Time Manag...
VUCA to BANI: instability as a new paradigm
The World Bank's latest annual report describes the year 2022 as one of "uncertainty", citing a "convergence of crises". Climate change, galloping inflation, disruption of supply chains, military conflicts... Worldwide, 733 million people continue to live without electricity. This figure is still expected to be 670 million by 2030 - 10 million more than the previous estimate.
What if this state of constant world instability and fragility were to become the new normal? Is instability stabilising? The old VUCA (Volatility, Uncertainty, Complexity, Ambiguity) model, long used to describe the volatility of economic markets, no longer seems to adequately describe the current situation. Fragile and often anxiety-provoking, the modern world has become BANI (Brittle, Anxious, Non-Linear, Incomprehensible) - and those stakeholders quickest to adapt will be rewarded.
Cascading and intertwined global crises
The United Nations' Sustainable Development Goal 7 calls for universal access to reliable, sustainable and modern energy services by 2030 . An ambitious target, to say the least, given the many upheavals shaking the world.
Electricity pylon
BANI vs. VUCA: How Leadership Works in the World of Tomorrow
October 24, 2022
How to use the BANI model for your business
The world is on the move. Nothing is the same anymore. The VUCA model, which describes our world today, has had its day. It is being replaced by a new model: BANI. What does BANI mean? And what are the differences to the VUCA world? Barbara Stöttinger, Dean of the WU Executive Academy, explains the BANI model and shows you how you can use it for your business.
What if this state of constant world instability and fragility were to become the new normal? Is instability stabilising? The old VUCA (Volatility, Uncertainty, Complexity, Ambiguity) model, long used to describe the volatility of economic markets, no longer seems to adequately describe the current situation. Fragile and often anxiety-provoking, the modern world has become BANI (Brittle, Anxious, Non-Linear, Incomprehensible) - and those stakeholders quickest to adapt will be rewarded.
Cascading and intertwined global crises
The United Nations' Sustainable Development Goal 7 calls for universal access to reliable, sustainable and modern energy services by 2030 . An ambitious target, to say the least, given the many upheavals shaking the world.
Electricity pylon
BANI vs. VUCA: How Leadership Works in the World of Tomorrow
October 24, 2022
How to use the BANI model for your business
The world is on the move. Nothing is the same anymore. The VUCA model, which describes our world today, has had its day. It is being replaced by a new model: BANI. What does BANI mean? And what are the differences to the VUCA world? Barbara Stöttinger, Dean of the WU Executive Academy, explains the BANI model and shows you how you can use it for your business.
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
A human resources management system or human resources information system or human capital managemen
A human resources management system or human resources information system or human capital management is a form of human resources software that combines a number of systems and processes to ensure the easy management of human resources, business processes and data.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Learning a new language this year? - Introduction
Language novices, newbies, beginners… whatever you like to call yourselves, we at Babbel feel your pain. After subpar Spanish classes or mind-numbingly boring French lessons at school, we wouldn’t be surprised if you’d been put off language learning for life. But trust us when we say that the boat has not sailed on your language learning adventures. – We can get you speaking a new language.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Preparing for teaching at the beginning and end of a course
This playlist provides useful strategies, asks critical questions, and helps support educators in preparing for the beginning of the semester.
ASSESSING LEARNING
Posted on: #iteachmsu
Playlist: Good food is a key to good development and a good mood as well. A healthy body nurtures a
Good food is a key to good development and a good mood as well. A healthy body nurtures a healthy mind. Fortunately, my daughter is not a picky eater but there are days when she gives me a hard time.
A balanced nutritious diet is essential. Vegetables, seasonal fruits, eggs, pulses are all building blocks for a proper diet. Milk with #Junior Horlicks is also a great choice as it includes nutrients that support brain development, such as choline, iron, and iodine. It also contains nutrients that support physical growth, such as calcium, Vitamin D, Vitamin K, and proteins, and also nutrients to support healthy immune function such as Vitamin E, A, Selenium & Copper. You can design a wholesome diet with roti, rice, whole-grain bread, wheat pasta, curd, cheese and maybe a scoop of ice cream and some sweets once in a while.
A balanced nutritious diet is essential. Vegetables, seasonal fruits, eggs, pulses are all building blocks for a proper diet. Milk with #Junior Horlicks is also a great choice as it includes nutrients that support brain development, such as choline, iron, and iodine. It also contains nutrients that support physical growth, such as calcium, Vitamin D, Vitamin K, and proteins, and also nutrients to support healthy immune function such as Vitamin E, A, Selenium & Copper. You can design a wholesome diet with roti, rice, whole-grain bread, wheat pasta, curd, cheese and maybe a scoop of ice cream and some sweets once in a while.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Kicking Off Class with a Plan! An overview of teaching.tools
Kicking off Class with a Plan!
A lesson plan can serve as an educator's road map... including what students need to learn and how that learning will be facilitated within the time span of the experience. Lesson plans can help you feel more confident while maximizing positive student outcomes. Class prep doesn't have to be a chore this semester! In addition to providing an easy-to-use framework for lesson design, this interactive workshop will introduce participants to an online tool for planning effective, inclusive class sessions... PLUS the new Brainstorming Tool for the first time! This tool uses expertly-prompted AI to generate effective lecture plans, discussion questions, case studies, and more. This is the perfect way to get hands-on practice with Teaching Tools' entire suite of applications that will revolutionize your class prep workflow. Participants will have the chance to explore the tool, ask questions, and leave the session with a new tool in their educator toolbox.
Setting the Stage...
When class prep is difficult and time consuming it…
Doesn’t happen at all
Doesn’t happen very often
Isn’t very effective
This results in…
Winging it
10-year old lesson plan (often inaccessible)
Decreased motivation
Teaching Tools (according to the site)
"We build technologies that promote effective, inclusive college teaching. By translating evidence-informed pedagogical research into easy-to-use online tools, we make good teaching practices more accessible to college instructors of all disciplines and experience levels. Our tools are designed to complement the services offered by Centers for Teaching and Learning, Instructional Technology units, and your LMS. We add value by providing innovative solutions tailored to the higher ed teaching and learning context. Launched in February 2022, Teaching Tools is a registered limited liability company in Maryland."
Anyone can access the three tools at https://teaching.tools by signing up for free [even with a google account].
1. ACTIVE LEARNING LIBRARY – discover new learning activities that fit your teaching context
https://teaching.tools/activities
Main column displays series of learning activities – huge variety from “traditional” (lectures) to more engaging (case study)
Click each activity for more details” engagement level, formative feedback, time, modality
Best practices for facilitations
Filters on the left allow educators to filter by facilitation difficulty level, prep time required, class size, active learning, formative feedback level, bloom’s taxonomy, inclusive learning (UDL principles), whole-person learning, activity time, class modality
2. LESSON PLANNING TOOL – build a cohesive lesson plan for based on series of activities
Allows educators to build out timetable for learning experience
Saves in database and can be duplicated and edited over time.
3. BRAINSTOMING TOOL – generate new content ideas for lectures, discussions, cases, etc.
https://teaching.tools/brainstorm
A lesson plan can serve as an educator's road map... including what students need to learn and how that learning will be facilitated within the time span of the experience. Lesson plans can help you feel more confident while maximizing positive student outcomes. Class prep doesn't have to be a chore this semester! In addition to providing an easy-to-use framework for lesson design, this interactive workshop will introduce participants to an online tool for planning effective, inclusive class sessions... PLUS the new Brainstorming Tool for the first time! This tool uses expertly-prompted AI to generate effective lecture plans, discussion questions, case studies, and more. This is the perfect way to get hands-on practice with Teaching Tools' entire suite of applications that will revolutionize your class prep workflow. Participants will have the chance to explore the tool, ask questions, and leave the session with a new tool in their educator toolbox.
Setting the Stage...
When class prep is difficult and time consuming it…
Doesn’t happen at all
Doesn’t happen very often
Isn’t very effective
This results in…
Winging it
10-year old lesson plan (often inaccessible)
Decreased motivation
Teaching Tools (according to the site)
"We build technologies that promote effective, inclusive college teaching. By translating evidence-informed pedagogical research into easy-to-use online tools, we make good teaching practices more accessible to college instructors of all disciplines and experience levels. Our tools are designed to complement the services offered by Centers for Teaching and Learning, Instructional Technology units, and your LMS. We add value by providing innovative solutions tailored to the higher ed teaching and learning context. Launched in February 2022, Teaching Tools is a registered limited liability company in Maryland."
Anyone can access the three tools at https://teaching.tools by signing up for free [even with a google account].
1. ACTIVE LEARNING LIBRARY – discover new learning activities that fit your teaching context
https://teaching.tools/activities
Main column displays series of learning activities – huge variety from “traditional” (lectures) to more engaging (case study)
Click each activity for more details” engagement level, formative feedback, time, modality
Best practices for facilitations
Filters on the left allow educators to filter by facilitation difficulty level, prep time required, class size, active learning, formative feedback level, bloom’s taxonomy, inclusive learning (UDL principles), whole-person learning, activity time, class modality
2. LESSON PLANNING TOOL – build a cohesive lesson plan for based on series of activities
Allows educators to build out timetable for learning experience
Saves in database and can be duplicated and edited over time.
3. BRAINSTOMING TOOL – generate new content ideas for lectures, discussions, cases, etc.
https://teaching.tools/brainstorm
DISCIPLINARY CONTENT
Posted on: #iteachmsu
Dynamic ecological system measures: A holistic analysis of compartmental systems
The system decomposition theory has recently been developed for the dynamic analysis of nonlinear compartmental systems. The application of this theory to the ecosystem analysis has also been introduced in a separate article. Based on this methodology, multiple new dynamic ecological system measures and indices of matrix, vector, and scalar types are systematically introduced in the present paper. These mathematical system analysis tools are quantitative ecological indicators that monitor the flow distribution and storage organization, quantify the direct, indirect, acyclic, cycling, and transfer (diact) effects and utilities of one compartment on another, identify the system efficiencies and stress, measure the compartmental exposures to system flows, determine the residence times and compartmental activity levels, and ascertain the system resilience and resistance in the case of disturbances. The proposed dynamic system measures and indices, thus, extract detailed information about ecosystems’ characteristics, as well as their functions, properties, behaviors, and various other system attributes that are potentially hidden in and even obscured by data. A dynamic technique for the quantitative characterization and classification of main interspecific interactions and the determination of their strength within food webs is also developed based on the diact effect and utility indices. Moreover, major concepts and quantities in the current static network analyses are also extended to nonlinear dynamic settings and integrated with the proposed dynamic measures and indices in this unifying mathematical framework. Therefore, the proposed methodology enables a holistic view and analysis of ecological systems. We consider that the proposed methodology brings a novel complex system theory to the service of urgent and challenging environmental problems of the day and has the potential to lead the way to a more formalistic ecological science.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Python Remove a Trailing New Line.
1. Quick Examples of Removing Trailing New Line
These examples will give a high-level overview of methods for removing trailing new lines. We will go through each method in more detail along with examples.
2. rstrip() Remove Trailing New Line in Python
One of the simplest and most commonly used methods in Python to remove trailing new lines is to use the rstrip() method. This method removes any whitespace characters from the end of a string, which includes new lines. To remove a trailing newline from a string, simply call the rstrip() method on that string.
3. String Slicing – Remove Trailing New Lines Characters
Another simple way to remove trailing new lines in Python is to use string slicing. String slicing allows you to extract a portion of a string by specifying a range of indices. By specifying the start and end indices of the string, you can easily remove the trailing newline character.
4. strip() – Strip New Line Character
The strip() method is a more general-purpose method for removing characters from the beginning and end of a string. It can be used to remove not only trailing new lines, but also any other specified characters.
5. splitlines() – Split Newline and Join
Though the splitlines() method is used for splitting a string into a list of lines. It can also be used to remove trailing new lines by splitting a string into lines and then rejoining them without the newline character.
So basically we will first split the string by new lines and then we will use the join() method to join the string. So this new string will contain no new lines character.
These examples will give a high-level overview of methods for removing trailing new lines. We will go through each method in more detail along with examples.
2. rstrip() Remove Trailing New Line in Python
One of the simplest and most commonly used methods in Python to remove trailing new lines is to use the rstrip() method. This method removes any whitespace characters from the end of a string, which includes new lines. To remove a trailing newline from a string, simply call the rstrip() method on that string.
3. String Slicing – Remove Trailing New Lines Characters
Another simple way to remove trailing new lines in Python is to use string slicing. String slicing allows you to extract a portion of a string by specifying a range of indices. By specifying the start and end indices of the string, you can easily remove the trailing newline character.
4. strip() – Strip New Line Character
The strip() method is a more general-purpose method for removing characters from the beginning and end of a string. It can be used to remove not only trailing new lines, but also any other specified characters.
5. splitlines() – Split Newline and Join
Though the splitlines() method is used for splitting a string into a list of lines. It can also be used to remove trailing new lines by splitting a string into lines and then rejoining them without the newline character.
So basically we will first split the string by new lines and then we will use the join() method to join the string. So this new string will contain no new lines character.
Authored by: Vijaya
Posted on: #iteachmsu
A class is a user-defined blueprint or prototype from which objects are created. -- Edited
A class is a user-defined blueprint or prototype from which objects are created. It represents the set of properties or methods that are common to all objects of one type. Using classes, you can create multiple objects with the same behavior instead of writing their code multiple times. This includes classes for objects occurring more than once in your code. https://www.javatpoint.com/microprocessor-introduction In general, class declarations can include these components in order:
Modifiers: A class can be public or have default access (Refer to this for details).
Class name: The class name should begin with the initial letter capitalized by convention.
Superclass (if any): The name of the class’s parent (superclass), if any, preceded by the keyword extends. A class can only extend (subclass) one parent.
Interfaces (if any): A comma-separated list of interfaces implemented by the class, if any, preceded by the keyword implements. A class can implement more than one interface.
Body: The class body is surrounded by braces, { }.
An object is a basic unit of Object-Oriented Programming that represents real-life entities. A typical Java program creates many objects, which as you know, interact by invoking methods. The objects are what perform your code, they are the part of your code visible to the viewer/user. An object mainly consists of:
State: It is represented by the attributes of an object. It also reflects the properties of an object.
Behavior: It is represented by the methods of an object. It also reflects the response of an object to other objects.
Identity: It is a unique name given to an object that enables it to interact with other objects.
Method: A method is a collection of statements that perform some specific task and return the result to the caller. A method can perform some specific task without returning anything. Methods allow us to reuse the code without retyping it, which is why they are considered time savers. In Java, every method must be part of some class, which is different from languages like C, C++, and Python.
Modifiers: A class can be public or have default access (Refer to this for details).
Class name: The class name should begin with the initial letter capitalized by convention.
Superclass (if any): The name of the class’s parent (superclass), if any, preceded by the keyword extends. A class can only extend (subclass) one parent.
Interfaces (if any): A comma-separated list of interfaces implemented by the class, if any, preceded by the keyword implements. A class can implement more than one interface.
Body: The class body is surrounded by braces, { }.
An object is a basic unit of Object-Oriented Programming that represents real-life entities. A typical Java program creates many objects, which as you know, interact by invoking methods. The objects are what perform your code, they are the part of your code visible to the viewer/user. An object mainly consists of:
State: It is represented by the attributes of an object. It also reflects the properties of an object.
Behavior: It is represented by the methods of an object. It also reflects the response of an object to other objects.
Identity: It is a unique name given to an object that enables it to interact with other objects.
Method: A method is a collection of statements that perform some specific task and return the result to the caller. A method can perform some specific task without returning anything. Methods allow us to reuse the code without retyping it, which is why they are considered time savers. In Java, every method must be part of some class, which is different from languages like C, C++, and Python.
Authored by: Vijayalaxmi Mhetre
Disciplinary Content
Posted on: #iteachmsu
Good food is a key to good development and a good mood as well. A healthy body nurtures a healthy mi
Good food is a key to good development and a good mood as well. A healthy body nurtures a healthy mind. Fortunately, my daughter is not a picky eater but there are days when she gives me a hard time.
A balanced nutritious diet is essential. Vegetables, seasonal fruits, eggs, pulses are all building blocks for a proper diet. Milk with #Junior Horlicks is also a great choice as it includes nutrients that support brain development, such as choline, iron, and iodine. It also contains nutrients that support physical growth, such as calcium, Vitamin D, Vitamin K, and proteins, and also nutrients to support healthy immune function such as Vitamin E, A, Selenium & Copper. You can design a wholesome diet with roti, rice, whole-grain bread, wheat pasta, curd, cheese and maybe a scoop of ice cream and some sweets once in a while.
A balanced nutritious diet is essential. Vegetables, seasonal fruits, eggs, pulses are all building blocks for a proper diet. Milk with #Junior Horlicks is also a great choice as it includes nutrients that support brain development, such as choline, iron, and iodine. It also contains nutrients that support physical growth, such as calcium, Vitamin D, Vitamin K, and proteins, and also nutrients to support healthy immune function such as Vitamin E, A, Selenium & Copper. You can design a wholesome diet with roti, rice, whole-grain bread, wheat pasta, curd, cheese and maybe a scoop of ice cream and some sweets once in a while.
Posted by: Super Admin
Assessing Learning
Posted on: #iteachmsu
A heart attack is also called a myocardial infarction.
Symptoms of a heart attack vary. Some people have mild symptoms. Others have severe symptoms. Some people have no symptoms.
Common heart attack symptoms include:
Chest pain that may feel like pressure, tightness, pain, squeezing or aching
Pain or discomfort that spreads to the shoulder, arm, back, neck, jaw, teeth or sometimes the upper belly
Cold sweat
Fatigue
Heartburn or indigestion
Lightheadedness or sudden dizziness
Nausea
Shortness of breath
Women may have atypical symptoms such as brief or sharp pain felt in the neck, arm or back. Sometimes, the first symptom sign of a heart attack is sudden cardiac arrest.
Some heart attacks strike suddenly. But many people have warning signs and symptoms hours, days or weeks in advance. Chest pain or pressure (angina) that keeps happening and doesn't go away with rest may be an early warning sign. Angina is caused by a temporary decrease in blood flow to the heart.
When to see a doctor
Get help right away if you think you're having a heart attack. Take these steps:
Call for emergency medical help. If you think you're having a heart attack, immediately call 911 or your local emergency number. If you don't have access to emergency medical services, have someone drive you to the nearest hospital. Drive yourself only if there are no other options.
Take nitroglycerin, if prescribed to you by a health care provider. Take it as instructed while awaiting emergency help.
Take aspirin, if recommended. Taking aspirin during a heart attack may reduce heart damage by preventing blood clotting.
Aspirin can interact with other drugs. Don't take an aspirin unless your care provider or emergency medical personnel say to do so. Don't delay calling 911 to take an aspirin. Call for emergency help first.
What to do if you see someone who might be having a heart attack
If someone is unconscious and you think they're having a heart attack, first call 911 or your local emergency number. Then check if the person is breathing and has a pulse. If the person isn't breathing or you don't find a pulse, only then should you begin cardiopulmonary resuscitation (CPR).
If you're untrained in CPR, do hands-only CPR. That means push hard and fast on the person's chest — about 100 to 120 compressions a minute.
If you're trained in CPR and confident in your ability, start with 30 chest compressions before giving two rescue breaths.
Common heart attack symptoms include:
Chest pain that may feel like pressure, tightness, pain, squeezing or aching
Pain or discomfort that spreads to the shoulder, arm, back, neck, jaw, teeth or sometimes the upper belly
Cold sweat
Fatigue
Heartburn or indigestion
Lightheadedness or sudden dizziness
Nausea
Shortness of breath
Women may have atypical symptoms such as brief or sharp pain felt in the neck, arm or back. Sometimes, the first symptom sign of a heart attack is sudden cardiac arrest.
Some heart attacks strike suddenly. But many people have warning signs and symptoms hours, days or weeks in advance. Chest pain or pressure (angina) that keeps happening and doesn't go away with rest may be an early warning sign. Angina is caused by a temporary decrease in blood flow to the heart.
When to see a doctor
Get help right away if you think you're having a heart attack. Take these steps:
Call for emergency medical help. If you think you're having a heart attack, immediately call 911 or your local emergency number. If you don't have access to emergency medical services, have someone drive you to the nearest hospital. Drive yourself only if there are no other options.
Take nitroglycerin, if prescribed to you by a health care provider. Take it as instructed while awaiting emergency help.
Take aspirin, if recommended. Taking aspirin during a heart attack may reduce heart damage by preventing blood clotting.
Aspirin can interact with other drugs. Don't take an aspirin unless your care provider or emergency medical personnel say to do so. Don't delay calling 911 to take an aspirin. Call for emergency help first.
What to do if you see someone who might be having a heart attack
If someone is unconscious and you think they're having a heart attack, first call 911 or your local emergency number. Then check if the person is breathing and has a pulse. If the person isn't breathing or you don't find a pulse, only then should you begin cardiopulmonary resuscitation (CPR).
If you're untrained in CPR, do hands-only CPR. That means push hard and fast on the person's chest — about 100 to 120 compressions a minute.
If you're trained in CPR and confident in your ability, start with 30 chest compressions before giving two rescue breaths.
Authored by: Vijaya
Navigating Context
Posted on: #iteachmsu
Ten Travel Tips for Beginners - A Must Read have a look
1. Consider Your Clothing.
You don’t have to dress nicely by any means, but you should probably follow a couple of basic rules. Most importantly, don’t ever consider fanny packs/bum bags. Not under any circumstances. They are easy to rob, mark you as a tourist, and most damning of al they are goddamn ugly. For North Americans, leave behind the white socks, white sneakers, and baseball cap as well. It’s certainly okay to keep your own sense of style, but if you want people to treat you more fairly, then avoiding the stereotypes is a good idea.
2. Money Matters
How much should you take and in what form? The simplest approach is to forget traveler’s checks and large wads of cash. Instead, bring your ATM card and pull out your money as you need it. Try to withdraw the equivalent of a couple hundred at a time–this way you don’t pay a fortune in transaction fees, but if you lose your cash or are robbed it’s not the end of the world. Most cities and almost all airports are connected these days–if you are going to be in one or passing through one you should be just fine.
3. Your Budget Will Be Wrong.
You can plan down to the last tuppence, but in the end your trip–be it 2 weeks or 12 months–will cost more than your highest estimate. Whether it’s replacing stolen/lost items, mailing things home, signing up for expensive tours, loads of souvenirs, or simply finding that the least expensive places are that way for a reason, that’s the nature of dealing with the unexpected. Most importantly, don’t stress when things cost more than you expected. (It’s the nature of the beast. If you are simply flat broke, there are places all over the Internet about working abroad.)
You don’t have to dress nicely by any means, but you should probably follow a couple of basic rules. Most importantly, don’t ever consider fanny packs/bum bags. Not under any circumstances. They are easy to rob, mark you as a tourist, and most damning of al they are goddamn ugly. For North Americans, leave behind the white socks, white sneakers, and baseball cap as well. It’s certainly okay to keep your own sense of style, but if you want people to treat you more fairly, then avoiding the stereotypes is a good idea.
2. Money Matters
How much should you take and in what form? The simplest approach is to forget traveler’s checks and large wads of cash. Instead, bring your ATM card and pull out your money as you need it. Try to withdraw the equivalent of a couple hundred at a time–this way you don’t pay a fortune in transaction fees, but if you lose your cash or are robbed it’s not the end of the world. Most cities and almost all airports are connected these days–if you are going to be in one or passing through one you should be just fine.
3. Your Budget Will Be Wrong.
You can plan down to the last tuppence, but in the end your trip–be it 2 weeks or 12 months–will cost more than your highest estimate. Whether it’s replacing stolen/lost items, mailing things home, signing up for expensive tours, loads of souvenirs, or simply finding that the least expensive places are that way for a reason, that’s the nature of dealing with the unexpected. Most importantly, don’t stress when things cost more than you expected. (It’s the nature of the beast. If you are simply flat broke, there are places all over the Internet about working abroad.)
Posted by: Chathuri Super admin..
Posted on: #iteachmsu
Fundamental concepts in nanoscience and nanotechnology- New technology- new
Fundamental concepts in nanoscience and nanotechnology- New technology
test
test
Authored by: Chathuri hewapathirana
Navigating Context
Posted on: #iteachmsu
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
What if I told you about this magical teaching practice that, done even once, produces large improvements in student final exam scores[1], helps narrow the grade gap between poorly prepped and highly prepped first year college students[2], and might even result in more positive course reviews[3],[4]? What if I also told you this magical teaching practice is something you already know how to do? What if I told you, the secret to increasing your students’ success and overall satisfaction is……more TESTS!?
Okay…well to be fair, it’s a little more nuanced than that. While adding just one test to a class does indeed improve final exam scores, it turns out that more frequent, graded exercises in general improve learning outcomes for students [2],[5]. Even better – if these exercises are low stakes, they can improve learning outcomes without increasing student anxiety [4],[6].
We often view testing as an unpleasant but necessary way to assess student performance. It may be time for us to instead view testing as a useful teaching tool and to implement an assessment system that maximizes the potential learning benefits. In this post I will discuss the important known benefits of frequent, low stakes assessments as well as some practical tips for how to maximize these benefits without adding undue stress to your life or the lives of your students.
Benefit #1: “Thinking about thinking”
Testing can improve a student’s metacognition, or their ability to “think about thinking.” A good metacognitive thinker understands how their thought processes work and can pay attention to and change these processes [7]. A student with strong metacognitive skills can therefore more successfully monitor, evaluate, and improve their learning compared to students lacking these skills. Unfortunately, many students struggle with metacognition and must contend with “illusions of mastery” (or thinking they understand a subject better than they actually do). Self-testing is a good way to prevent illusions of mastery, but many students do not incorporate self-testing into their studying, instead electing more passive modes of exam preparation such as rereading texts[8]. Incorporating more testing into the curriculum forces students into the position of making mistakes and receiving feedback, allowing them to frequently measure their learning in relation to expectations and adjust accordingly. Again, note that providing feedback is an essential part of this process.
Benefit #2: Practice Remembering
Testing can improve a student’s long term memory of information presented in class by forcing students to recall what they’ve learned through a cognitive process called active retrieval. Active retrieval strengthens neural pathways important for retrieving memories, allowing these memories to be more easily accessed in the future.
While any sort of retrieval practice is useful, it is most beneficial when it is effortful, spaced, and interleaved. An example of effortful retrieval practice includes testing which forces students to provide the answers (i.e. Short answer and fill in the blank questions as opposed to multiple choice). More effortful retrieval also occurs with spaced and interleaved practice.
Spaced practice is testing that occurs after enough time has elapsed for some (but not complete) forgetting to occur (i.e. Present the information and then wait a couple months, days, or even just until the end of class to test students on it). Interleaved practice incorporates different but related topics and problem types, as opposed to having students practice and master one type at a time (e.g. cumulative testing where you mix problems from different units together). Interleaved practice can help students learn to focus on the underlying principles of problems and to discriminate between problem types, leading to more complex mental models and a deeper understanding of the relationships between ideas[6].
How to Implement More Assessments (Without Losing Your Mind)
So, all you have to do now is come up with a ton of quiz and test questions and free up a bunch of class time for assessments! Don’t forget you also need to grade all of these! After all, feedback is an important part of the process, and frequent (even low stakes) grading has the added benefits of enhancing student motivation, attentiveness, and attendance.I know what you busy teachers (ie. all of you) out there are thinking….“Your ”magical” teaching practice is starting to sound like a hugely effective pain in my butt.”
Don’t give up on me now though! There are some fairly simple ways to add more assessments to your curriculum. Furthermore, you should be able to do this sans student rebellion because these assessments are low-stakes. Frequent, low-stake assessments as opposed to infrequent, high-stakes assessments actually decrease student anxiety overall because no single test is a make it or break it event. In fact, several teachers have reported a large increase in positive student evaluations after restructuring their classes in this way[3],[4],[6]!
Below I lay out some tips for getting the most out of shifting your assessment practices while maintaining both your own and your students’ sanity:
1) Know that “effortful” testing is not always necessary
While effortful testing is best for retrieval practice, even basic, easily graded recognition tests such multiple choice questions still offer benefits, such as helping students remember basic (but important!) information[6],[9].
2) Create different assessment questions
You can also make assessments more effortful by creating questions that engage higher cognitive processes. Now you can sit back, relax, and indulge in one of my personal favorite pastimes (watching student brains explode) without the stressful grading!
3) Make use of educational technologies to ease your grading
For instance, clicker tests are a quick way to test students and allow you to provide feedback for the class all at once.
4) Make assessments into games
If your students need a morale boost, make a quiz into a trivia game and give winning groups candy. Some good old competition and Pavlovian conditioning may make students reassess their view of testing.
5) Assess participation
Doing something as simple as a participation grade will still provide students with incentive without overburdening them or yourself. For instance, this type of grading would work in conjunction with #3.
6) Keep graded assessments predictable
Making assessments predictable as opposed to utilizing pop quizzes helps students feel at ease.6 Furthermore, if they students KNOW an assessment is coming, they are more likely to study and pay attention.
7) Find ways to revisit old material in your assessments
Making assessments cumulative is an effective way to space out your review of material and has the added benefit of making problems interleaved and effortful, all of which maximize retrieval practice[6].
8) Have students reflect on mistakes
You can help students develop metacognitive skills by giving them opportunities to reflect upon and correct their mistakes on assessments. For instance, have students take a quiz and then discuss their answers/thinking with their classmates before receiving feedback. You can also give students opportunities to create keys to short answer questions and grade their own and several (anonymous) classmates’ answers. This will allow them to think through what makes an answer complete and effective.
9) Break large assessments into small ones
Instead of creating new assessments, break up large ones into multiple, lower-stakes assessments. For example, consider replacing big tests with several quizzes. Consider scaffolding large projects such as independent research projects and term papers. Ask for outlines, lists of references, graphs, etc. along the course of the semester before the final project is due. This might cause more work for you in the short term but can help prevent complete disasters at the end of the semester, which can be time consuming.
10) Utilize short daily or weekly quizzes
If you don’t want to adjust a big project/test or lose class time by adding time-consuming assessments, consider adding short daily or weekly quizzes. These grades can add up to equal one test grade. One could consider dropping the lowest score(s) but allowing no make ups to reduce logistical issues.
These are only a few of the many strategies one can use to transition to a frequent, low-stakes assessment system. What are your experiences with low stakes assessments? Have you made use of any which seem particularly effective in enhancing student learning?
Related Reading:
Much of the information about the benefits of testing is from:
Brown, P.C., Roediger III, H.L., McDaniel, M.A. (2014). Make it Stick: The Science of Successful Learning. Cambridge, MA: The Belknap Press of Harvard University Press.
Okay…well to be fair, it’s a little more nuanced than that. While adding just one test to a class does indeed improve final exam scores, it turns out that more frequent, graded exercises in general improve learning outcomes for students [2],[5]. Even better – if these exercises are low stakes, they can improve learning outcomes without increasing student anxiety [4],[6].
We often view testing as an unpleasant but necessary way to assess student performance. It may be time for us to instead view testing as a useful teaching tool and to implement an assessment system that maximizes the potential learning benefits. In this post I will discuss the important known benefits of frequent, low stakes assessments as well as some practical tips for how to maximize these benefits without adding undue stress to your life or the lives of your students.
Benefit #1: “Thinking about thinking”
Testing can improve a student’s metacognition, or their ability to “think about thinking.” A good metacognitive thinker understands how their thought processes work and can pay attention to and change these processes [7]. A student with strong metacognitive skills can therefore more successfully monitor, evaluate, and improve their learning compared to students lacking these skills. Unfortunately, many students struggle with metacognition and must contend with “illusions of mastery” (or thinking they understand a subject better than they actually do). Self-testing is a good way to prevent illusions of mastery, but many students do not incorporate self-testing into their studying, instead electing more passive modes of exam preparation such as rereading texts[8]. Incorporating more testing into the curriculum forces students into the position of making mistakes and receiving feedback, allowing them to frequently measure their learning in relation to expectations and adjust accordingly. Again, note that providing feedback is an essential part of this process.
Benefit #2: Practice Remembering
Testing can improve a student’s long term memory of information presented in class by forcing students to recall what they’ve learned through a cognitive process called active retrieval. Active retrieval strengthens neural pathways important for retrieving memories, allowing these memories to be more easily accessed in the future.
While any sort of retrieval practice is useful, it is most beneficial when it is effortful, spaced, and interleaved. An example of effortful retrieval practice includes testing which forces students to provide the answers (i.e. Short answer and fill in the blank questions as opposed to multiple choice). More effortful retrieval also occurs with spaced and interleaved practice.
Spaced practice is testing that occurs after enough time has elapsed for some (but not complete) forgetting to occur (i.e. Present the information and then wait a couple months, days, or even just until the end of class to test students on it). Interleaved practice incorporates different but related topics and problem types, as opposed to having students practice and master one type at a time (e.g. cumulative testing where you mix problems from different units together). Interleaved practice can help students learn to focus on the underlying principles of problems and to discriminate between problem types, leading to more complex mental models and a deeper understanding of the relationships between ideas[6].
How to Implement More Assessments (Without Losing Your Mind)
So, all you have to do now is come up with a ton of quiz and test questions and free up a bunch of class time for assessments! Don’t forget you also need to grade all of these! After all, feedback is an important part of the process, and frequent (even low stakes) grading has the added benefits of enhancing student motivation, attentiveness, and attendance.I know what you busy teachers (ie. all of you) out there are thinking….“Your ”magical” teaching practice is starting to sound like a hugely effective pain in my butt.”
Don’t give up on me now though! There are some fairly simple ways to add more assessments to your curriculum. Furthermore, you should be able to do this sans student rebellion because these assessments are low-stakes. Frequent, low-stake assessments as opposed to infrequent, high-stakes assessments actually decrease student anxiety overall because no single test is a make it or break it event. In fact, several teachers have reported a large increase in positive student evaluations after restructuring their classes in this way[3],[4],[6]!
Below I lay out some tips for getting the most out of shifting your assessment practices while maintaining both your own and your students’ sanity:
1) Know that “effortful” testing is not always necessary
While effortful testing is best for retrieval practice, even basic, easily graded recognition tests such multiple choice questions still offer benefits, such as helping students remember basic (but important!) information[6],[9].
2) Create different assessment questions
You can also make assessments more effortful by creating questions that engage higher cognitive processes. Now you can sit back, relax, and indulge in one of my personal favorite pastimes (watching student brains explode) without the stressful grading!
3) Make use of educational technologies to ease your grading
For instance, clicker tests are a quick way to test students and allow you to provide feedback for the class all at once.
4) Make assessments into games
If your students need a morale boost, make a quiz into a trivia game and give winning groups candy. Some good old competition and Pavlovian conditioning may make students reassess their view of testing.
5) Assess participation
Doing something as simple as a participation grade will still provide students with incentive without overburdening them or yourself. For instance, this type of grading would work in conjunction with #3.
6) Keep graded assessments predictable
Making assessments predictable as opposed to utilizing pop quizzes helps students feel at ease.6 Furthermore, if they students KNOW an assessment is coming, they are more likely to study and pay attention.
7) Find ways to revisit old material in your assessments
Making assessments cumulative is an effective way to space out your review of material and has the added benefit of making problems interleaved and effortful, all of which maximize retrieval practice[6].
8) Have students reflect on mistakes
You can help students develop metacognitive skills by giving them opportunities to reflect upon and correct their mistakes on assessments. For instance, have students take a quiz and then discuss their answers/thinking with their classmates before receiving feedback. You can also give students opportunities to create keys to short answer questions and grade their own and several (anonymous) classmates’ answers. This will allow them to think through what makes an answer complete and effective.
9) Break large assessments into small ones
Instead of creating new assessments, break up large ones into multiple, lower-stakes assessments. For example, consider replacing big tests with several quizzes. Consider scaffolding large projects such as independent research projects and term papers. Ask for outlines, lists of references, graphs, etc. along the course of the semester before the final project is due. This might cause more work for you in the short term but can help prevent complete disasters at the end of the semester, which can be time consuming.
10) Utilize short daily or weekly quizzes
If you don’t want to adjust a big project/test or lose class time by adding time-consuming assessments, consider adding short daily or weekly quizzes. These grades can add up to equal one test grade. One could consider dropping the lowest score(s) but allowing no make ups to reduce logistical issues.
These are only a few of the many strategies one can use to transition to a frequent, low-stakes assessment system. What are your experiences with low stakes assessments? Have you made use of any which seem particularly effective in enhancing student learning?
Related Reading:
Much of the information about the benefits of testing is from:
Brown, P.C., Roediger III, H.L., McDaniel, M.A. (2014). Make it Stick: The Science of Successful Learning. Cambridge, MA: The Belknap Press of Harvard University Press.
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Navigating Context
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Definition. 00:00. Genetic engineering (also called genetic modification) is a process that uses laboratory-based technologies to alter the DNA makeup of an organism. This may involve changing a single base pair (A-T or C-G), deleting a region of DNA or adding a new segment of DNA
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Disciplinary Content
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Learning a new language this year? This app gets you speaking in just 3 weeks
Anyone can speak a language with Babbel, even if you’re a complete beginner who has never attempted to learn a language before. Here are 5 reasons why there’s nothing holding you back from learning a new language with Babbel.
Anyone can speak a language with Babbel, even if you’re a complete beginner who has never attempted to learn a language before. Here are 5 reasons why there’s nothing holding you back from learning a new language with Babbel.
Posted by: Greg Thomsan
Assessing Learning
Posted on: #iteachmsu
Identify a student with a disability in your classroom. Specifically, identify a student who has difficulty in a typical classroom setting demonstrating knowledge. For example, the student might not be able to respond through typical response formats like written tests. To protect the privacy of your student, please use a first name only, or else use an alias.
Describe the student you selected, making sure to include:
Basic details about the student, including age, gender, first language, etc.
A description of the student's disability category and the barrier that interferes with the student’s ability to demonstrate learning
At least three of the student’s strengths
What the student is having difficulty with (such as verbal communication, handwriting, maintaining focus)
Describe the student you selected, making sure to include:
Basic details about the student, including age, gender, first language, etc.
A description of the student's disability category and the barrier that interferes with the student’s ability to demonstrate learning
At least three of the student’s strengths
What the student is having difficulty with (such as verbal communication, handwriting, maintaining focus)
Posted by: Chathuri Super admin..
Disciplinary Content
Posted on: #iteachmsu
Identify a student with a disability in your classroom. Specifically, identify a student who has difficulty in a typical classroom setting demonstrating knowledge. For example, the student might not be able to respond through typical response formats like written tests. To protect the privacy of your student, please use a first name only, or else use an alias.
Describe the student you selected, making sure to include:
png
Describe the student you selected, making sure to include:
png
Posted by: Chathuri Super admin..
Posted on: #iteachmsu
A super-intelligent AI will be extremely good at accomplishing its goals, and if those goals aren’t aligned with ours, we have a problem.
You’re probably not an evil ant-hater who steps on ants out of malice, but if you’re in charge of a hydroelectric green energy project and there’s an anthill in the region to be flooded, too bad for the ants.
A key goal of AI safety research is to never place humanity in the position of those ants.
You’re probably not an evil ant-hater who steps on ants out of malice, but if you’re in charge of a hydroelectric green energy project and there’s an anthill in the region to be flooded, too bad for the ants.
A key goal of AI safety research is to never place humanity in the position of those ants.
Posted by: Rupali Jagtap
Posted on: #iteachmsu
![Article preview image]()
Whether you’re a regular traveler or not, unique and beautiful travel photography can excite, motivate and inspire. Travel photography blogs can help you research your next trip, reminisce about your favorite holiday or inspire you to explore somewhere completely new. Whatever your travel history or plans, these blogs are the perfect way to indulge in wanderlust.
Posted by: Chathuri Super admin..
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![Article preview image]()
Science & technology is a topic that encompasses science, technology, and the interactions between the two. Science is a systematic enterprise that builds and organizes knowledge in the form of explanations and predictions about nature and the universe. Technology is the collection of techniques, methods or processes used in the production of goods or services or in the accomplishment of objectives, such as scientific investigation, or any other consumer demands.
Science may drive technological development, by generating demand for new instruments to address a scientific question, or by illustrating technical possibilities previously unconsidered. In turn, technology may drive scientific investigation, by creating demand for technological improvements that can only be produced through research, and by raising questions about the underlying principles that a new technology relies on.
For the majority of human history, technological improvements were achieved by chance, trial and error, or spontaneous inspiration. When the modern scientific enterprise matured in the Enlightenment, it primarily concerned itself with basic questions of nature. Research and development directed towards immediate technical application is a relatively recent occurrence, arising with the Industrial Revolution and becoming commonplace in the 20th century.
As academic fields, science and technology are often grouped with engineering and mathematics, as the STEM fields.
Science may drive technological development, by generating demand for new instruments to address a scientific question, or by illustrating technical possibilities previously unconsidered. In turn, technology may drive scientific investigation, by creating demand for technological improvements that can only be produced through research, and by raising questions about the underlying principles that a new technology relies on.
For the majority of human history, technological improvements were achieved by chance, trial and error, or spontaneous inspiration. When the modern scientific enterprise matured in the Enlightenment, it primarily concerned itself with basic questions of nature. Research and development directed towards immediate technical application is a relatively recent occurrence, arising with the Industrial Revolution and becoming commonplace in the 20th century.
As academic fields, science and technology are often grouped with engineering and mathematics, as the STEM fields.
Posted by: Chathuri Super admin..
Disciplinary Content
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![Article preview image]()
P-Just Embed a Phone Into This Editor’s Mind, Already
Choire Sicha, who runs The New York Times’s Styles desk, has such a close relationship with his smartphone, he says, it may be time to “punch the circuitry into the back of our skull.”
Choire Sicha, who runs The New York Times’s Styles desk, has such a close relationship with his smartphone, he says, it may be time to “punch the circuitry into the back of our skull.”
Posted by: Chathuri Super admin..
Disciplinary Content
Host: MSU Libraries
A Decade of Making: Celebrating 10 Years of the Hollander Makerspace
Join us in celebrating 10 years of creativity, collaboration, and innovation at the Hollander Makerspace Open House! Explore the evolution of the space through hands-on demos, tool showcases, and conversations with past and present makers over coffee and cookies. Whether you're a curious newcomer or longtime supporter, this milestone event offers a chance to connect, create, and envision the future of making at MSU.
Navigating Context
Host: MSU Libraries
The Lucky Ones: A Memoir with Author Zara Chowdhary
Please join us for a special Muslim Journeys session led by author Zara Chowdhary. Chowdhary’s memoir recounts surviving the 2002 massacres at Ahmedabad, India, and delves into the history of her multigenerational Muslim family. Free and open to the public. All are welcome, light refreshments served.
More information, including how to obtain the book at: https://libguides.lib.msu.edu/muslimstudies/muslimjourneys.
Co-sponsored by: MSU Creative Writing Program, Islamic Society of Greater Lansing, One Love Global
For parking information visit http://maps.msu.edu/interactive.
Persons with disabilities may request accommodations by emailing Lib.DL.accessibility@msu.edu.
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Host: MSU Libraries
Learn QGIS: Making a color shaded map in QGIS (Online)
Learn the basics of QGIS, the free open-source geospatial software—this workshop will demonstrate how to make a choropleth (color shaded) map and place graduated symbols representing data on it, load shape-files and .csv table files into QGIS, join data to spatial information and edit features. No experience with QGIS or Geographic Information Systems is required.
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Host: MSU Libraries
Sew What? Getting Started with a Sewing Machine
Discover the joy of sewing! This beginner-friendly session will guide you through the essentials of how a sewing machine works, using a mechanical sewing machine. Learn valuable skills while creating a project to take home. Perfect for anyone eager to learn the basics, this workshop is designed to boost your confidence and spark creativity!
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