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Market Research Group

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Roman Cruz
Roman Cruz

Lesson 1 Homework Practice Measures Of Center !!TOP!!

This homework assignment is designed to give the students practice in developing a simple conceptual model using reservoirs, fluxes, and simple calculations of sediment, carbon and nutrient accumulation in a typical reservoir/river system. This assignment is typically used after an introductory lecture to biogeochemical cycles and gives the students a concrete example of nutrient and sediment issues in surface water systems.

Lesson 1 Homework Practice Measures Of Center

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This lesson centers on a deeper exploration of the water footprint associated with food. Students learned in Lesson 1 that virtual water, especially as it relates to food, typically makes up the majority of their water footprint. In this lesson, they find out why. First, they see an attention-grabbing demonstration of how much water is needed for three food products. Second, they break into groups to do research, and then they teach their classmates about key aspects of water use related to food and agriculture. Next, they think about how their diet is influenced by social groups, advertising, and structures in place at home and at school that encourage them to potentially eat food with large water footprints. Finally, they brainstorm ways they might be able to influence change in those areas. The lesson concludes with students sharing their ideas and providing one another with constructive feedback.

A good curriculum should incorporate parents, teachers, and students to align what teachers do and what students learn (Curriculum and Expected Learning Outcomes Unesco IIEP Learning Portal, n.d.). Instructional materials are the supports used to teach the curriculum. Textbooks, workbooks, homework, quizzes, and tests are examples of instructional materials supporting student learning. Curriculum alignment is a process that seeks to ensure that the curriculum has coherence and consistency between the intended outcomes through teaching methods, assessments, and learning activities (Özpolat, Esen & Bay, 2020). The Every Student Succeeds Act (ESSA) requires each school district within a state to develop and implement an accountability model that includes indicators of success, addressing subgroups, provides interim measures of progress, and meets long term-goals. States are mandated to submit accountability plans to receive federal funding. Every state board of education submits the ESSA plan to DoEd for review and approval. At the district level, instructional materials must be aligned to the adopted state academic standards. The approved accountability model within states helps ensure districts meets this requirement. In 45 states, the state board of education adopts learning standards that all students are expected to achieve (National Association of State Boards of Education, n.d). Local school districts are expected to choose curriculum and instructional materials that align with the state-adopted education standards. Every 3 years, state boards of education must use data from their accountability system and identify schools in need of improvement (lowest 5 percent). States can intervene and request improvement actions if the district continues to fall behind, and they must set aside 7 percent of Title I funds for school improvement purposes (Mann, 2017).

Secondary outcomes measures included the Generalized Anxiety Disorder 7-Item Scale (GAD-7, which measures anxiety) 20 , the PHQ-9 (which measures depression) 18 , the Mini International Neuropsychiatric Interview (MINI; which was used to determine the presence of a major depressive episode, panic, agoraphobia, social phobia, obsessive compulsive disorder, and generalized anxiety disorder) 21 , the Kessler 10 Item 22 (K10; which measures general distress), and the Sheehan Disability Scale 23 (SDS, which measures impairment in psychosocial functioning). Traumatic experiences were assessed using the Life Events Checklist (LEC) 24 , which provides a list of traumatic events and assesses the occurrence rates of common Criterion A1 (life-threatening) traumas according to the DSM-IV. Additional outcomes included completion rates (percentage of participants who read the six online lessons of the iCBT/iEMDR course within the six weeks of the course), and treatment satisfaction (percentage who reported feeling satisfied with the program or who would recommend it to a friend).


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Lantern Making Class January 14th

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