PSY 102: Psychology in the Modern World Your Name: Instructor: Bob Melara Your Section: FALL 2012 Your TA’s Name: ** Answer the questions in your own words, Type your answers, make sure you answer all parts, print the answered homework and take it with you to your next recitation! Only the two lowest homework grades can be dropped ** Homework #12 (Memory) 1. a) Define memory, and b) explain how flashbulb memories differ from other memories. 2. a) What is the difference between iconic memory and echoic memory? b) What is the difference between short-term memory and working memory? c) Describe the capacity and duration of short-term memory and long-term memory?
MESA DAY CONTEST RULES 2012 - 2013 Model Science – The Human Eye LEVEL: Middle School - Grades 6, 7 and 8 TYPE OF CONTEST: Individual / Team COMPOSITION OF TEAMS: 1 – 2 students per team NUMBER OF TEAMS: 3 teams per Center SPONSOR: Ben Louie, Associate Director, USC MSP Center OVERVIEW: Students will construct an original display and model of a bisected human eye and will answer questions drawn from an assigned list using reading material provided in the MESA Day curriculum. MATERIALS: The following materials will be provided by the students: “items that are not perishable” with which to build the original model RULES: 1. The display/model must be the original work of student(s). Judges may
In the article, " Using tests ans an incentive to motivate procrastinators to study", written by Bruce W. Tuckman, in winter 1998, the purpose of using tests as an incentive is investigated to determine if using tests as an incentive can motivate people to study. In order to compare two groups of college student, Tuckman seprate eight two college student in to two groups. One group was giving a spot test for each cheapter through out the smester, the other was told to writing a outline of each cheapter in the textbook for a homework assignment. In the end of the smester, we could compare the overall score on a final achievement examination. The ropic of this study leads the readers to question: Why is this study important to our lives?
The population of the city is around 3,000, and FHS services about 360 students from grades ninth thru twelfth. The community is very small and close knit, and the high school plays a major role in preparing students for the real word, because most of the students do not attend college after graduation. Objective of the Document The objective of this analysis is to identify ways to integrate technology at the ninth grade level in English and math classes to help strengthen the students’ skills in those areas. The integration of technology in the core areas will also provide additional skill building activities for students so that they will be prepared for the mandatory state test required for graduation. Background Observation of the existing technology made over the last five years.
I will correct the grammar in the first essay. For all subsequent essays, if there are more than three grammatical and/or style errors, and more than two errors in any given paragraph, the essay will be returned to the student for revision. (Each revision will lower the student’s grade by half a mark (ex. : from “B” to a “B-“). There are workshops, tutoring, and online exercises for students who need to refresh their grammar, MLA, or other writing skills.
Article Review by Michelle Shipman EDD 9300 Methods of Inquiry Nova Southeastern University February 7, 2011 Review of a Qualitative Research Report Introduction The purpose of the article chosen was to analyze and assess an appropriate tool for reading in elementary students using a response to intervention model. Also, the researcher wanted to investigate and define the reading problems in poor readers specifically those in the fourth grade. A Universal Screening tool called Response to Intervention (RTI) was used to identify the selected students. The screening was done on two hundred and thirty fourth graders. For the period of the study, the researcher wanted to determine if students would need more intensive instruction after implementing the RTI instruction.
Savanah Benbenek Prof. Tomaiolo May 11, 2012 Position Paper Standardized Testing: a Lack of Understanding As a child in an American public school system I was introduced to standardized testing at a very young age. I have memories of lining up my freshly sharpened 2 pencils, watching the clock and carefully filling in bubbles with the hopes of getting a high score, from as early as fourth grade. As I got older the pressure to do well on these tests, and the frequency of the tests only grew. I was in eighth grade the year Massachusetts began the MCAS, and even though I was among the last of the graduating classes that were not required to pass to receive my diploma, I felt as though my future depended on those scores. I knew I
Unit 5 Spreadsheet Quiz Study Guide The Unit 5 Spreadsheet Quiz takes the place of an assignment in Unit 5. As we begin to explore Excel, you should spend time reading Unit 5 in your eGuide. Participate in the Unit 5 discussions and attend the Unit 5 Seminar where your Professor will review the basics of Excel and help to prepare you to do well on the Unit 5 Spreadsheet quiz. The quiz consists of: 5 True/False Questions (1 point each) 20 Multiple Choice Questions (3 points each) NOTE: You will only have once chance at the quiz and 1 hour to complete it. If you are unable to take/complete the quiz during Unit 5 contact your Professor right away.
What You Say: Language Context Matters Resource ID#: 56900 Primary Type: Lesson Plan This document was generated on CPALMS - www.cpalms.org In this lesson students will analyze three texts (Amy Tan's "Mother Tongue," Richard Rodriguez's "Se Habla Espanol," and Zora Neale Hurston's "How it Feels to be Colored Me") looking at language, tone, and style. Students will be scaffolded through use of graphic organizers and a Socratic Seminar to culminate in an essay about tone. Subject(s): English Language Arts Grade Level(s): 9, 10 Intended Audience: Educators Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector Instructional Time: 5 Hour(s) Resource supports reading in
Schematic: Children at the age of [7-9] develop from concept, which is Repeated they use geometric shapes to create their drawing LINK TO RPC: Grade: one Term: one Unit: one Focus Question: to which Group do I belong? Pre Schematic: Children at age [4-7] at this stage children begins to, Combine circles to make simple figures. LINK TO RPC: Grade: one Term: one Unit: one Focus Question: to which Group do I belong? Scribbling: Children start to scribble from their first birthday [0-4] years, Their fine motor skills to use crayon or pencil the child scribble with Sires left and right motions. LINK TO RPC: Grade: one Term: one Unit: one Focus Question: to which Group do I belong?