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9a32ee01_09_Final_Flashcards___Cram_com__inergic__Nigrostriatal_pathway | Which cortical lobe containes the primary somatosensory cortex | parietal | [] | Psych 109 Final Flashcards - Cram.com | Dopaminergic, Nigrostriatal pathway | http://www.cram.com/flashcards/psych-109-final-1323830 | 0/1438042988458.74_20150728002308-00235-ip-10-236-191-2_408639573_0.json |
9a32ee01_09_Final_Flashcards___Cram_com__inergic__Nigrostriatal_pathway | The planning and execution of movements is a function performed by the association cortex within the ______ cortical lobe | Frontal | [] | Psych 109 Final Flashcards - Cram.com | Dopaminergic, Nigrostriatal pathway | http://www.cram.com/flashcards/psych-109-final-1323830 | 0/1438042988458.74_20150728002308-00235-ip-10-236-191-2_408639573_0.json |
9a32ee01_09_Final_Flashcards___Cram_com__inergic__Nigrostriatal_pathway | Damage to the basal ganglia would be expected to produce difficulties in | motor movement | [] | Psych 109 Final Flashcards - Cram.com | Dopaminergic, Nigrostriatal pathway | http://www.cram.com/flashcards/psych-109-final-1323830 | 0/1438042988458.74_20150728002308-00235-ip-10-236-191-2_408639573_0.json |
9a32ee01_09_Final_Flashcards___Cram_com__inergic__Nigrostriatal_pathway | what represents the correct pairing of a thalamic nucleus with its projection to cortex | lateral geniculate nucleus: projects to primary visual cortex | [] | Psych 109 Final Flashcards - Cram.com | Dopaminergic, Nigrostriatal pathway | http://www.cram.com/flashcards/psych-109-final-1323830 | 0/1438042988458.74_20150728002308-00235-ip-10-236-191-2_408639573_0.json |
9a32ee01_09_Final_Flashcards___Cram_com__inergic__Nigrostriatal_pathway | The midbrain is comprised of the | tectum and tegmentum | [] | Psych 109 Final Flashcards - Cram.com | Dopaminergic, Nigrostriatal pathway | http://www.cram.com/flashcards/psych-109-final-1323830 | 0/1438042988458.74_20150728002308-00235-ip-10-236-191-2_408639573_0.json |
9a32ee01_09_Final_Flashcards___Cram_com__inergic__Nigrostriatal_pathway | Explain how a message is transmitted within a neuron | describe EPSP, IPSP(movement of ions involved), summation, threshold of excitation (axon hillock) | [] | Psych 109 Final Flashcards - Cram.com | Dopaminergic, Nigrostriatal pathway | http://www.cram.com/flashcards/psych-109-final-1323830 | 0/1438042988458.74_20150728002308-00235-ip-10-236-191-2_408639573_0.json |
9a32ee01_09_Final_Flashcards___Cram_com__inergic__Nigrostriatal_pathway | Describe membrane potential | The membrane potential is caused by an unequal distribution of ions (charged particles) inside and outside the axon. Four ions determine the membrane potential: sodium (Na+), chloride (Cl-), Potassium (k+), and Anions (A-). the membrane potential is a compromise between two factors: diffusion and electrostatic pressure... | [] | Psych 109 Final Flashcards - Cram.com | Dopaminergic, Nigrostriatal pathway | http://www.cram.com/flashcards/psych-109-final-1323830 | 0/1438042988458.74_20150728002308-00235-ip-10-236-191-2_408639573_0.json |
9a32ee01_09_Final_Flashcards___Cram_com__inergic__Nigrostriatal_pathway | Explain the necessary steps for depolarization of an NMDA recptor. Explain what molecules must bing to the receptor. | The NMDA receptor controls calcium ion channels. This channel is normally blocked by magnesium ion, which prevents calcium ions from entering the cell even when the receptor is stimulated by glutamate. If membrane is depolarized magnesium is dejected and the channel is free to admit calcium ions. neurotransmitter and v... | [] | Psych 109 Final Flashcards - Cram.com | Dopaminergic, Nigrostriatal pathway | http://www.cram.com/flashcards/psych-109-final-1323830 | 0/1438042988458.74_20150728002308-00235-ip-10-236-191-2_408639573_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] events that occur from time of fertilization until birth [1] | Pregnancy | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] the developing offspring [1] | Conceptus | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] time from the last menstrual period until birth ~ 280 days [1] | gestation period | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] conceptus from fertilization through 8th week [1] | Embryo | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] conceptus from week 9 through birth [1] | Fetus | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] 12-24 hours [1] | How long is the Oocyte viable? | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] 24-48 hours [1] | How long is sperm viable after ejaculation? | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] No more then 2 days before ovulation and 24 hours after ovulation [1] | for fertilization to occur, coitus must occur when? | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] when the sperms' chromosomes combine with those of a secondary oocyte to form a fertilized egg (zygote) [1] | Fertilization | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] involves breakdown of the plasma membrane and the acrosomal membrane, and release of acrosomal enzymes that digest holes through the zona pellucida [1] | Acrosomal reaction | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] the one sperm per oocyte condition [1] | monospermy | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] fluid filled hollow sphere [1] | Blastocyst | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] display factors that are immunosuppressive participate in placenta formation [1] | trophoblast cells | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] embryonic disc (embryo and 3 embryonic membranes) [1] | What does the inner cell mass become? | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] 6-7 days after ovulation [1] | When does implantation begin? | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] cytotrophoblast: inner layer of cells Syncytiotrophoblast: cells in the outer layer lose their plasma membranes, invade and digest the endometrium [1] | trophoblasts proliferate and form what two distinct layers? | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
8e248e83_y_Ch__28_Flashcards___Cram_com__1 | [2] 12th day after ovulation [1] | When is implantation complete? | [] | Human anatomy &physiology Ch. 28 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/human-anatomy-physiology-ch-28-1322672 | 0/1438042988061.16_20150728002308-00307-ip-10-236-191-2_389258866_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | God's perfection/deception: objection 1 (greater plans) | - to say God would never deceive me is to judge what is Godly based on particular instance - but this is not possible: we don't know his greater plan, greater perfection could result from variety (imperfection in one aspect of the universe could lead to greater perf. elsewhere) | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | God's perfection/deception: objection 2 (particular instances) | - the greater plan argument comes when D is attempts to justify G's choice not to give us an intellect matching our will - problem: if we can't judge God's perfection based on particular instances, this means he could deceive us in particular instances w/o being imperfect | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | God cannot be the cause of our errors (Principles, 8A,16) | - D must give an account of how we err - ability to err as negation (// inability to fly): the perfect crafstman has no obligation to put all his perfections into his craft - error is a privation ≠ negation (lack of something I could have | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | D's solution to greater plans objection | - G is not a deceiver. He has endowed us with a faculty of judgment that would not lead us to error when used properly - In this way, D hopes to account for specific instances when we err | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | Modes of perception/modes of willing | - 8A, 17: 32. we possess only two modes of thinking: the perception of the intellect and the operation of the will.' - modes of perception (through the intellect): sensory perc. imagination, pure understanding - modes of willing: desire/aversion, assertion/denial, doubt (indifference) | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | The intellect | (7,56): 'enables me to perceive, w/o affirming or denying, the ideas which are subjects for possible judgments' // Hume and reason: inertia | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | The will | - (7,57): 'there is nothing else in me which is so perfect and so great that the possibility of a further increase in its perfection or greatness i beyond my understanding.' | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | D: the interaction between mind and intellect | roughly: - the intellect presents information as correct - the will can assent or not to this | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | The scope of the intellect and error (will>error) | 8A,18: scope of the intellect is only limited, to the few objects it can c+d perceive 'the scope is wider than that of the intellect and this is the cause of error' | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | Error | - If my will makes a judgment based on perceptions which are out of the scope of the intellect, this will yield error (judgment based on non c+d perceptions) | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | Blaming God 1: erring | God cannot be blamed for: - cases in which we err (we are misusing our faculty of judgment) | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | Blaming God 2: the disparity in scope between intellect/will: the will | - the will is indivisible, so against laws of nature that anything be taken away from it - but does G not have the power to do anything, even divide a thing from itself? | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | Blaming God 3: the disparity in scope between intellect/will: the intellect | - the scope of the intellect: we cannot know why nature of God is so much bigger than mine that I simply can't know (// dismisses search for 'final causes' in physics as useless: vain to say that we can know all purposes of God - we only see part of G's plan - but if this is so, how can we be sure that he, in his perfe... | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | How do we avoid error? | - if G is not a deceiver, we will never err if we give assent only to what we c+d perceive (if we limit the scope of our will to that of our intellect) - we should use our free will and suspend judgment whenever we don't have c+d perception: use a specific mode of willing (doubt) ≠ assent/denial | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | Free will | - will is free: self evident (8A): during method from doubt, will was capable of abstaining/assenting to whatever was doubtable - D needs a free will: this attributes errors in judgment to us and not to G | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | 'Strongly inclined | - 8A,21: when we c+d perceive, our will will be 'strongly inclined to assent to it' - D needs this to ensure that we will not err when c+d perceiving (proving that G has given us a faculty of judgment works) | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | Hatfield: Compatibilism | - freedom of the will is compatible with determinism (the will is free from constraints external to it, and is determined by its nature - the nature of the will is to assent to c+d perception: we are naturally determined to affirm the truth | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | Hatfield: Incompatibilism | - to be free, our will must be free to 'choose to go either way' in any instance: a situation cannot arise in which the will could not have chosen otherwise - the will is (has the freedom of being) indifferent: it is never inclined to go a certain way | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | Descartes and In/Compatibilism | - D asserts both: 1) needs C to ensure that the faculty of judgment bestowed upon us by G is sound and works 2) needs I to account for instances of error so that they do not follow from what G has pre-determined | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | Descartes' solution | 1): weak version of C ('strongly inclined') 2): when we don't c+d perceive, there is no pull on the will. in these cases, the will is free indifferently (assent, dissent, doubt) - It's b/c the will is indifferent in these cases that error is our fault ≠ G's | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | Descartes' In/Compatibilist view of the freedom of the will | the will is determined in that it assents to perceptions when they are c+d (c+d perceptions have a pull on the will). In cases when they aren't, the nature of the will plays no role in determining it - it is free indifferently | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
99f4a206_the_Will_Flashcards___Cram_com__rfection__would_not_deceive_me | Note on the scope of nature/intellect: the limitations of the will | - the will is perfect, the intellect is not, yet the will is bound to the limitations of the intellect, and must assent to it when c+d perceiving: the will is bound in its nature by something less perfect | [] | Descartes: Error and the Will Flashcards - Cram.com | - will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me | http://www.cram.com/flashcards/descartes-error-and-the-will-1341777 | 0/1438042988458.74_20150728002308-00059-ip-10-236-191-2_392632086_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Provide an example of negotiating meaning. | Asking for clarification, rephrasing, and confirming what you think you have understood are all strategies for the negotiation of meaning. | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | How do you negotiate meaning when your students do not speak the language? | Information gap activities such as jigsaw readings or listenings, group story building, spot the difference and communicative crosswords are examples of activities that give learners the opportunity to develop their communicative competence through negotiation of meaning as they share information. *If the student doesn... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Explain some of the barriers that ESL students encounter in math/science that would impede their full participation in these areas? (a) | • ELLs need 5-10 years to develop academic language thoroughly enough to perform at the same level as native English speaking peers in science and math. • An adequate diagnosis of ELL math and science ability requires that the teacher know their L1 language. • ELLs have diverse backgrounds, and may have a broad range o... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Explain some of the barriers that ESL students encounter in math/science that would impede their full participation in these areas? (b) | • Teachers and textbooks frequently present information in a way that is developmentally inappropriate for all children, and this problem is compounded for ELLs, who may be processing the info in L2 AND dealing with developmentally inappropriate input. • Culturally diverse students approach learning in different ways •... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | What is ethno-science/math? | • Ethnoscience refers to “theories and procedures for learning about the physical world that have evolved informally within cultures to explain and predict natural phenomena.” • Ethnomathematics is defined as “Mathematical knowledge expressed in the language code of a given social group.” Includes mathematical ideas of... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | How can you incorporate ethno-science/math into a lesson? | • Using these approaches in math and science instruction is a way to affirm diversity and develop multicultural literacy. Also provide opportunities for interdisciplinary study because social science and literature can be integrated. • Ways to integrate: Compare systems of measurement used by different cultures, study ... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Ovando’s three traditions when teaching social studies: | -Social studies taught as citizenship transmission (transmission approach) -Social studies taught as social science -Social studies taught as critical (or reflective) thinking a.k.a. transformative approach | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Social studies taught as citizenship transmission (transmission approach) | - Nurturing a good citizen tends to mean transmitting predetermined knowledge and values - Use of textbooks, lecturing, and a pattern of vertical pedagogical authority are used in this method - This transmission curriculum tends to be the rise of democracy with a belief in “fairly continuous progress” and a focus on th... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Social studies taught as social science | - Suggest that effective citizenship comes from an understanding of the various social sciences such as history, geography, political science, economics, sociology, anthropology, and psychology - This approach is most commonly found in secondary schools - Students learn to observe, analyze events and issues in ways sim... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Social studies taught as critical (or reflective) thinking | - Also known as the transformative approach - Citizenship preparation is based on the reasoning powers of the individual rather than on a particular set of values transmitted from the top down or a body of social science knowledge - This approach stresses reasoning skills as a student interacts with teachers and with e... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | What are the elements of a powerful social studies unit for ELLs? (1-5) | 1. Identify high priority objectives 2. Assess students for prior knowledge 3. Provide academic language activities 4. Teach learning strategies, social skills, and thinking skills 5. Follow the five phases of CALLA | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Elements of a powerful social studies unit for ELLs: Identify high priority objectives. | 1. Identify high priority objectives from national and or state standards as well as the school districts history and social studies curriculum that are appropriate for students grade level | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Elements of a powerful social studies unit for ELLs: Assess students for prior knowledge. | 2. Asses students prior knowledge about the history\social studies topic | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Elements of a powerful social studies unit for ELLs: Provide academic language activities. | 3. Provide academic language activities integrated with instruction so that students listen to, discuss read and write about, and present history\social studies information. -Reading and listening-historical narratives, geographical descriptions, newspaper articles about current or past events, biographies, letters, di... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Elements of a powerful social studies unit for ELLs: Teach learning strategies, social skills, and thinking skills. | 4. Teach the learning strategies, social skills, and critical thinking skills that help students understand and apply social studies information and processes. a. Meta cognitive strategies i. Student’s plan- What is my purpose of reading, listening to, speaking and or writing about history\social studies? How do I orga... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Elements of a powerful social studies unit for ELLs: Follow the five phases of CALLA instruction. | 5. Follow the five phases of CALLA instruction to provide rich and varied experiences with social studies 1. Preparation 2. Presentation 3. Practice 4. Self-evaluation 5. Expansion | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Transmission vs. transformative social studies | Knowledge in the traditional transmission model is defined as a set of information waiting to be acquired. In transformative learning, knowledge does not exist as a given truth before the process of learning. Students develop knowledge as a result of their inquiry, action or experimentation. Successful teaching involve... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | What are the funds of knowledge? (Bullets) | • Research by Luis C. Moll. • The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. • the knowledge students gain from their family and cultural backgrounds, to make their classrooms more inclusive • “to refe... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | What are the funds of knowledge? (Paragraph) | When teachers shed their role of teacher and expert and, instead, take on a new role as learner, they can come to know their students and the families of their students in new and distinct ways. With this new knowledge, they can begin to see that the households of their students contain rich cultural and cognitive reso... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | How can the funds of knowledge be used to help design thematic instruction? | Example 1: Students’ parents in your classroom work in construction. Design a thematic lesson around construction and use families as resources for knowledge. Example 2: Some of your students have Mayan background. Make a thematic unit on Mayan culture and have your students interview their family members to conduct re... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | What is informal/authentic assessment? | An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated. Authentic assessment aims to evaluate students' abilities in 'real-world' contexts. In other words, students learn how to apply their skills to authentic tasks and projects. Aut... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Characteristics of informal/authentic assessment: | • Perform a task vs. selecting a response: ask students to demonstrate understanding by performing a more complex task usually representative of more meaningful application • Real life: demonstrate proficiency by doing something that relates to real life and not a contrived test • Construction/Application of Knowledge:... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Examples of informal/authentic assessment: | Some examples to use in your classroom might include using rubrics, portfolios, projects, role play, performances, make a video, write a song, make a powerpoint, etc. | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | How can informal/authentic assessments be used in different content areas? | • do science experiments • conduct social-science research • write stories and reports • read and interpret literature • solve math problems that have real-world application | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Describe ESL in the Content Areas program: | The first instructional model, ESL in the Content Areas (Chamot & O'malley, 1986; 1987), was designed to provide English language development through context-embedded problem solving (Cummins, 1981) . This instructional model consists of (a) establishing native language literacy skills to build metalinguistic awareness... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | How would you know that a teacher is implementing ESL techniques and not just using English to deliver instruction? | The teacher would be teaching problem solving (i.e., the application of previously acquired knowledge to new, unfamiliar situations), and metacognition (i.e., the awareness of the processes one undergoes during learning) skills. This would include teaching how to verbalize thinking during problem solving, how to use im... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Content Compatible Language: | Expand students’ language learning beyond more academic forms and functions Provide an opportunity to sequence language instruction by reviewing previously introduced language and previewing language yet to come [introduce (I), repeat (Rep), refine (Ref), Master (M)] Provide “extra language” or “filler” to round ... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Content Obligatory Language: | Are necessary to learn the key content concepts for the lesson/unit Are primary – usually generated first Are more readily identifiable Are directly supportive of the “big idea” or “essential understanding” you are teaching Are essential to complete the lesson’s content objectives Act as the “Meat and potat... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | How do you achieve comprehensible input when teaching ELLs? (In written form, orally?) | In written form it is important to have clear organization. This is where using predictable text, word walls, graphic organizer, building background knowledge and visual scaffolding come in very handy to making sure that students at all proficiency levels are able to understand what the teacher is presenting in written... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Problems that LEP students face in Social Studies: | • There is a general lack of time, materials and flexibility in schedules and curriculum • Bilingual teachers and ESL teachers are not always well informed on the perspectives and information necessary to implement the curriculum in a meaningful and culturally sensitive way • There is a general lack of previous knowled... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Strategies for teaching Social Studies | • Make connections between the culture/background of the student and the curriculum and instruction • Use interactive activities • Use maps and other materials and manipulativas that can help students visualize and synthesize information • Implement higher order questioning strategies, step away from exclusively using ... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | • How to use DRTA strategy: | 1. Think about what they already know about the concept 2. Make predictions about what they are going to learn/read about 3. Read the text, confirming or disproving their predictions 4. Talk about what they learned by creating and answering comprehension questions | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Strategies for teaching social studies cont'd: | • Integrate social sciences in interdisciplinary units • Visit museums and other field trips to bring subject matter alive • Use music and art to teach the material • Make sure not to teach from a monocultural point of view, present alternatives to the dominant perspective • Allow students to compare and contrast diffe... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | What is the Collaborative scientific Approach? | In the Collaborative scientific approach, students actively construct scientific understandings through collaborative interdisciplinary investigations of problems that the students themselves identify. | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | What are the major components of the Collaborative scientific Approach? | -Students use the scientific method to conduct research on questions they choose. -Students conduct research collaboratively, not isolation. -Views science as a tool for answering important questions vs. an inventory of "already-discovered-facts." -Consistently relies on higher level thinking from the students. | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Why is the collaborative scientific method considered a Vygotskyan method? | Because Cheche Konnen emphasized collaborative inquiry based on their belief, developed by Vygotsky, that robust knowledge and understandings are socially constructed through talk, activity and interaction around meaningful problems and tools. It is through interaction with other experts - that scientific knowledge is ... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Would you be able to design a science lesson following the collaborative scientific approach? | This approach would be difficult to implement in our classrooms because it requires a high degree of student choice and flexibility that seem, at first brush, incompatible with our requirements to follow curriculums and planning calendars. However, if we guided students towards forming the correct questions for a parti... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | What is alternative or non-traditional assessment? | Alternative assessment, or nontraditional assessment, has become an umbrella term for anything other than standardized, multiple choice questions. Examples include short answer response and extended response, observation, individual or group performance assessment, and portfolios. | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Explain current interest manifested by educators in incorporating other types of testing (i.e. non-traditional) | Educational programs designed for students whose first language is not English, English language learners (ELLs), are typically based on objectives unique to the needs of the students. Evaluations of these programs and the students in them should include assessments that attend to individual needs and accomplishments. ... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Features of alternative assessment: | -Assessment is based on authentic tasks that demonstrate learners' ability to accomplish communication goals -Instructor and learners focus on communication, not on right and wrong answers -Learners help to set the criteria for successful completion of communication tasks -Learners have opportunities to assess themselv... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Two examples of alternative assessments include: | -Performance assessment, a popular type of alternative assessment, requires the examinee to perform some type of task, which is then judged against preestablished criteria. Potential types of performance assessment include essays, portfolios, interviews, observations, work samples and group projects. -A portfolio, whic... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Which components of culture most impact second language learners in the math and science classroom? | Culture as a whole shapes the way we perceive math and science as Chomsky stated in his theories that posited that the human brain may not have one "innate mathematical structure". However, language in particular seems to play a huge role in how ELLs perform in math and science classrooms. This is evidenced by how cert... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | Effects of being a language minority student on tracking and assessment results: | Language- minority students are usually those who are not achieving at higher levels or on par with their more affluent peers. Researchers have found that perhaps culture has nothing to do with low achievement but rather teacher actions. For example, educators usually place recelntly arrived language minority students ... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | How is a students English proficiency assessed in Texas? | In order to know if a student is ready to exit a native language program to go into an all-English classroom the teacher would have to assess the students’ reading, writing, listening, and speaking skills. The District assesses students who may be eligible for exit with the TELPAS. Students must score in advanced or ad... | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
5c4ffd38_du_Final_Flashcards___Cram_com__r_understanding_of_each_other_ | How does a student qualify to exit LEP status? | In HISD, the LPAC considers the students, 3 grade Spanish reading TAKS, their APRENDA reading, and their TELPAS results. For TELPAS, they must score at High or Advanced High on the Reading section (and writing, if APRENDA req is not satisfied). | [] | Bil Edu Final Flashcards - Cram.com | Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. | http://www.cram.com/flashcards/bil-edu-final-1768520 | 0/1438042988458.74_20150728002308-00181-ip-10-236-191-2_379209723_0.json |
efd99109_s_Unit_1_Flashcards___Cram_com__1 | [2] alias [1] | Create an alias | [] | Linux Terms Unit 1 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/linux-terms-unit-1-710053 | 0/1438042988458.74_20150728002308-00156-ip-10-236-191-2_373916380_0.json |
efd99109_s_Unit_1_Flashcards___Cram_com__1 | [2] awk [1] | Find and Replace Text within files | [] | Linux Terms Unit 1 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/linux-terms-unit-1-710053 | 0/1438042988458.74_20150728002308-00156-ip-10-236-191-2_373916380_0.json |
efd99109_s_Unit_1_Flashcards___Cram_com__1 | [2] cal [1] | Displays a calendar | [] | Linux Terms Unit 1 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/linux-terms-unit-1-710053 | 0/1438042988458.74_20150728002308-00156-ip-10-236-191-2_373916380_0.json |
efd99109_s_Unit_1_Flashcards___Cram_com__1 | [2] cat [1] | Display the contents of a file | [] | Linux Terms Unit 1 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/linux-terms-unit-1-710053 | 0/1438042988458.74_20150728002308-00156-ip-10-236-191-2_373916380_0.json |
efd99109_s_Unit_1_Flashcards___Cram_com__1 | [2] cd [1] | Changes toa different direcory | [] | Linux Terms Unit 1 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/linux-terms-unit-1-710053 | 0/1438042988458.74_20150728002308-00156-ip-10-236-191-2_373916380_0.json |
efd99109_s_Unit_1_Flashcards___Cram_com__1 | [2] GUI (graphical user interface) [1] | A visual object that enhances interaciton between a acomputer and auser. A GUI displays windows, icons, menus, labeled buttons, and a virutal desktop. A GUI sends commands to the system via these icons and menus rather than typed commands. | [] | Linux Terms Unit 1 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/linux-terms-unit-1-710053 | 0/1438042988458.74_20150728002308-00156-ip-10-236-191-2_373916380_0.json |
efd99109_s_Unit_1_Flashcards___Cram_com__1 | [2] clear [1] | Clear terminal screen | [] | Linux Terms Unit 1 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/linux-terms-unit-1-710053 | 0/1438042988458.74_20150728002308-00156-ip-10-236-191-2_373916380_0.json |
efd99109_s_Unit_1_Flashcards___Cram_com__1 | [2] cp [1] | Copy one or more files to another location | [] | Linux Terms Unit 1 Flashcards - Cram.com | 1 | http://www.cram.com/flashcards/linux-terms-unit-1-710053 | 0/1438042988458.74_20150728002308-00156-ip-10-236-191-2_373916380_0.json |
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