Lesson 5 Checking Progress Sow

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Children should learn about inherited characteristics, fertilization, and how selective breeding can produce individuals with specific characteristics. Students work in groups to determine whether statements about genetics are true or false, and explain their reasoning. Their responses are discussed to identify challenges and summarize work, with the goals of understanding how genetic information from parents determines characteristics, why individuals from the same parents vary, and why certain animal traits are important.

Checking progress Children should learn: ,[object Object]

to identify reasons for variation between individuals

that selective breeding can produce individuals with particular characteristics ,[object Object]

Outcomes relate characteristics to genetic information passed from both parents explain why individuals from the same parents may vary explain why individuals with the same genetic information may vary suggest why particular inherited characteristics are important in animals

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Assignment 04 EC420 Exceptional Children Directions : Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements. This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4. Part 1 Discuss the following concepts and provide an example (not given in the textbook) for each as it relates to the developmental-behavioral approach. Negative reinforcement Intrinsic reinforcement Positive reinforcement Natural and logical consequences Withdrawing or withholding reinforcement Incompatible behaviors Catch the child being good Reminders, redirection, reprimands Sit and watch Time-out Part 2 In order to acknowledge and understand the diversity of childrearing beliefs and practices among families, you must first acknowledge and understand your own beliefs and practices about childrearing. Exploring and analyzing your own history and its effects on your behavior may assist you in creating a better understanding and compassion for the families with which you are entrusted to support. Please review the section on Cultural Models and Child-Rearing Practices (pages 75–78) and write a 2-page reflection essay discussing your own child-rearing beliefs and practices and how these beliefs might influence your work with diverse families. Discuss how these topics do or do not influence you today and how they might have an effect on your work with diverse families. Stay focused on relevant information concerning the implications for your work with young children and their families. · History: family history of ethnic origin, language (s), geography, and immigration · Growing up: where you grew up, pattern of movement or stability, and your family of origin structure · Your current family or living structure · Values of independence or interdependence · Discipline approaches · Attitudes toward disability · Influence of racism · Family structure · Parents’ roles · Caregiver-child communication · Medical practices .

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TABLE 2-4 Types of Research Research Method Description Example Naturalistic observation An investigator systematically observes naturally occurring behavior and does not make a change in the situation. A researcher investigating bullying carefully observes and records instances of bullying on elementary school playgrounds. Archival research Existing data such as census documents, college records, and newspaper clippings are examined to test a hypothesis. College records are used to determine whether gender differences exist in math grades. Ethnography Careful study of a culture’s values and attitudes through careful, extended examination. A researcher lives for 6 months among families in a remote African village in order to study child-rearing practices. Survey research Individuals chosen to represent a larger population are asked a series of questions about their behavior, thoughts, or attitudes. A researcher conducts a comprehensive poll asking a large group of adolescents about their attitudes toward exercise. Case study An in-depth, intensive investigation of an individual or small group of people. An intensive study of a child involved in a school shooting is carried out by an investigator. Psychophysiological research A study of the relationship between physiological processes and behavior. A researcher examines brain scans of children who are unusually violent to see whether there are abnormalities in brain structures and functioning. TABLE 2 - 4 Types of Research Research Method Description Example Naturalistic observation An investigator systematically observes naturally occurring behavior and does not make a change in the situation. A researcher investigating bullying carefully observes and records instances of bullying on elementary school playgro unds. Archival research Existing data such as census documents, college records, and newspaper clippings are examined to test a hypothesis. College records are used to determine whether gender differences exist in math grades. Ethnography Careful study o f a culture’s values and attitudes through careful, extended examination. A researcher lives for 6 months among families in a remote African village in order to study child - rearing practices. Survey research Individuals chosen to represent a larger popula tion are asked a series of questions about their behavior, thoughts, or attitudes. A researcher conducts a comprehensive poll asking a large group of adolescents about their attitudes toward exercise. Case study An in - depth, intensive investigation of an individual or small group of people. An intensive study of a child involved in a school shooting is carried out by an investigator. Psychophysiological research A study of the relationship between physiological p rocesses and behavior. A researcher examines brain scans of children who are unusually violent to see whether there are abnormalities in brain structures and functio ...

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1. As a child did you eat food items with spokes-characters? If so, what were they? What were your perceptions of that character? 2. What food items did you prefer as a child were not associated with a character? Do you think a character would have increased your desire for that food item, in what ways? 3. How does the material on social learning from class relate to Musicus and colleagues’ article (2015), why do you think Dr. Spangler chose for you to read an article about marketing? 4. What was a trip to the grocery store like for you as a child, did you get to make any requests about the food your family purchased? 5. You work for a large food distributor. You have to make a case for your retailers to rearrange their shelves to make healthy food more easily in reach for customers. What three things would you emphasize in your pitch, and why? 6.You are asked to showcase this study to parents. What would you highlight? Environment and Behavior 2015, Vol. 47(7) 715 –733 © 2014 SAGE Publications Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0013916514528793 eab.sagepub.com Article Eyes in the Aisles: Why Is Cap’n Crunch Looking Down at My Child? Aviva Musicus1, Aner Tal2, and Brian Wansink2 Abstract To what extent do cereal spokes-characters make eye contact with children versus adults, and does their eye contact influence choice? In study 1, the shelf placement and eye positioning of 86 cereal spokes-characters were evaluated in 10 grocery stores in the Eastern United States. We calculated the average height of cereal boxes on the shelf for adult- versus children-oriented cereals (48 in. vs. 23 in.) and the inflection angle of spokes-characters’ gaze (0.4° vs. −9.6°). We found that cereal characters on child- (adult-) oriented cereals make incidental eye contact at children’s (adults’) eye level. In Study 2, we showed that eye contact with cereal spokes-characters increased feelings of trust and connection to the brand, as well as choice of the brand over competitors. Currently, many of the cereals targeted toward children are of the heavily sugared, less healthy variety. One potential application of this finding would be to use eye contact with spokes-characters to promote healthy choices and healthier food consumption. Keywords eye contact, spokes-characters, cereal, food marketing to children, product packaging 1Yale University, New Haven, CT, USA 2Cornell University, Ithaca, NY, USA Corresponding Author: Brian Wansink, John S. Dyson Professor of Marketing, Charles H. Dyson School of Applied Economics and Management, Cornell University, 15 Warren Hall, Ithaca, NY, 14853-7801, USA. Email: [email protected] 528793EABXXX10.1177/0013916514528793Environment and BehaviorMusicus et al. research-article2014 mailto:[email protected] http://crossmark.crossref.org/dialog/?doi=10.1177%2F0013916514528793&domain=pdf&date_stamp=2014-04-02 716 Environment and Behavior 47(7) Introduc ...

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1. As a child did you eat food items with spokes-characters? If so, what were they? What were your perceptions of that character? 2. What food items did you prefer as a child were not associated with a character? Do you think a character would have increased your desire for that food item, in what ways? 3. How does the material on social learning from class relate to Musicus and colleagues’ article (2015), why do you think Dr. Spangler chose for you to read an article about marketing? 4. What was a trip to the grocery store like for you as a child, did you get to make any requests about the food your family purchased? 5. You work for a large food distributor. You have to make a case for your retailers to rearrange their shelves to make healthy food more easily in reach for customers. What three things would you emphasize in your pitch, and why? 6.You are asked to showcase this study to parents. What would you highlight? Environment and Behavior 2015, Vol. 47(7) 715 –733 © 2014 SAGE Publications Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0013916514528793 eab.sagepub.com Article Eyes in the Aisles: Why Is Cap’n Crunch Looking Down at My Child? Aviva Musicus1, Aner Tal2, and Brian Wansink2 Abstract To what extent do cereal spokes-characters make eye contact with children versus adults, and does their eye contact influence choice? In study 1, the shelf placement and eye positioning of 86 cereal spokes-characters were evaluated in 10 grocery stores in the Eastern United States. We calculated the average height of cereal boxes on the shelf for adult- versus children-oriented cereals (48 in. vs. 23 in.) and the inflection angle of spokes-characters’ gaze (0.4° vs. −9.6°). We found that cereal characters on child- (adult-) oriented cereals make incidental eye contact at children’s (adults’) eye level. In Study 2, we showed that eye contact with cereal spokes-characters increased feelings of trust and connection to the brand, as well as choice of the brand over competitors. Currently, many of the cereals targeted toward children are of the heavily sugared, less healthy variety. One potential application of this finding would be to use eye contact with spokes-characters to promote healthy choices and healthier food consumption. Keywords eye contact, spokes-characters, cereal, food marketing to children, product packaging 1Yale University, New Haven, CT, USA 2Cornell University, Ithaca, NY, USA Corresponding Author: Brian Wansink, John S. Dyson Professor of Marketing, Charles H. Dyson School of Applied Economics and Management, Cornell University, 15 Warren Hall, Ithaca, NY, 14853-7801, USA. Email: [email protected] 528793EABXXX10.1177/0013916514528793Environment and BehaviorMusicus et al. research-article2014 mailto:[email protected] http://crossmark.crossref.org/dialog/?doi=10.1177%2F0013916514528793&domain=pdf&date_stamp=2014-04-02 716 Environment and Behavior 47(7) Introduc.

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The basics of sentences session 3pptx.pptx

The basics of sentences session 3pptx.pptx

The basics of sentences session 3pptx.pptx

Towards a code of practice for AI in AT.pptx

Towards a code of practice for AI in AT.pptx

Towards a code of practice for AI in AT.pptx

Mehran University Newsletter Vol-X, Issue-I, 2024

Mehran University Newsletter Vol-X, Issue-I, 2024

Mehran University Newsletter Vol-X, Issue-I, 2024

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

Holdier Curriculum Vitae (April 2024).pdf

Holdier Curriculum Vitae (April 2024).pdf

Holdier Curriculum Vitae (April 2024).pdf

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Unit-V; Pricing (Pharma Marketing Management).pptx

Unit-V; Pricing (Pharma Marketing Management).pptx

Unit-V; Pricing (Pharma Marketing Management).pptx

REMIFENTANIL: An Ultra short acting opioid.pptx

REMIFENTANIL: An Ultra short acting opioid.pptx

REMIFENTANIL: An Ultra short acting opioid.pptx

Fostering Friendships - Enhancing Social Bonds in the Classroom

Fostering Friendships - Enhancing Social Bonds in the Classroom

Fostering Friendships - Enhancing Social Bonds in the Classroom

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...

How to setup Pycharm environment for Odoo 17.pptx

How to setup Pycharm environment for Odoo 17.pptx

How to setup Pycharm environment for Odoo 17.pptx

Lesson 5 Checking Progress Sow

1.

2. to identify reasons for variation between individuals

3.

4. Outcomes relate characteristics to genetic information passed from both parents explain why individuals from the same parents may vary explain why individuals with the same genetic information may vary suggest why particular inherited characteristics are important in animals