...that the water of both containers change its colour same as the colour of the algal culture we mixed at the first step of the experiment. Mix 20mL of liquid fertilizer to the container labelled 2. And leave it for two more days. 7. After two days, you can observe that the container labelled “1” will have the same volume of algae, while the container labelled “2” will be observed to have the well called algal blooms, it also change to a darker colour and an irritating smell. On the first to fourth day of experiment, both containers have the same cases. It has greenish water caused by the algal culture mixed in the water. But after the liquid fertilizer was mixed on the second container, the fish will be noticed having hard time to swim in the container. The fish in the container labelled “2” died at the fifth day the same time where the algae blooms easily caused by the chemicals I have mixed in the water. When the containers where opened one by one starting with labelled “1”. The water seems to be greenish caused of the algal culture, but it doesn’t have the bloom of the algae. The fish in this container seems to die soon if the algae will...
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...Lake Erie : Causes and Effects of the Algal Blooms Over the years, Ohio’s largest body of water has been plagued with a plethora of environmental issues. Lake Erie has suffered from invasions of nonnative species, harmful factory pollutants, and waste water from nearby coal industries. Each form of pollution has depleted the the lake’s environment in some way, but none of these environmental hazards have been equal in severity to Lake Erie’s immense algal blooms. These blooms are caused by rainwater that drains into nearby streams, rivers, and eventually Lake Erie. This draining water is referred to as runoff. Not all rainwater runoff that makes its way into Lake Erie will cause algae to bloom at a quicker rate. It is the runoff from...
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...down to events in Dublin on June 16, 1904. Ordinary people carrying an everyday tasks consume its subjects. Ulysses is a book about Stephen’s search for a symbolic father and blooms search for a son. Stephen a poor school teacher, lives in a 1 room tower and ears nothing all day. He thinks he may have killed his mother by refusing to kneel and pray at her deathbed when she asked. He associates the phase” remorse at conscience”, with his guilt over his mother’s death. Bloom shows a number of acts, not having had intercourse with his wife for over ten years. Bloom shows acts of masturbation. On the other hand bloom showers acts of admirable qualities. He is a sensitive and considerate man, a man of wide-ranging interests and inveterate curiosity, of sympathy and charity…a good man. (Weldon Thorton) bloom too has guilty feelings about his father because he no longer observes certain traditions his father observed. It is bloom’s extraordinary capacity for sympathy and compassion that allows him heroism in the course of the novel. Bloom’s ability to empathize with a wide variety of beings, cats ,birds, dead men, vicious men, blind men, old ladies, the poor ,and so on. Bloom’s compassion dictates the course of his day, like when he stops at the river to feed the gulls or at the hospital to check on Mrs. Purfoy. Bloom leaves hoe this morning, buys himself a kidney at the butcher’s delivers breakfast I bed to his wife. Molly with the morning mail, where he Notices a note from blazes Boylan...
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...KNOWLEDGE in BLOOM: Listening with an Open Mind Each chapter-end assessment is based on Bloom’s Taxonomy of Learning. See the inside front cover for a quick review. UTILIZES LEVELS 4 AND 5 ON THE TAXONOMY EXPLANATION: Seldom (if ever) would you pop in a CD, click a song on your iPod, or tune your radio to a station that you strongly disliked. It just does not seem like a good use of time, and it is not something that you would probably enjoy doing on a daily basis. However, for this exercise, we are going to ask that you do precisely what we’ve described above and then apply what you’ve experienced and learned to several questions and four ESSENTIAL CORNERSTONES from Chapter 1. PROCESS: Over the course of the next few days, find a song from your least favorite genre. If you are a huge fan of R&B, move away from that genre and choose something from a genre of which you are not particularly fond. You might choose an old country song or a song from rap or bluegrass. If you enjoy listening to “Easy Love Songs,” try something different such as metal or swing. The only stipulation is that the song must have lyrics. You will have to listen to the song several times to answer the questions. HOWEVER, it is important that you read the questions BEFORE you listen to the song—particularly question #2. The key to this exercise is to practice listening with an open mind, listening for content, and listening to words when barriers are in the way (the barrier in this case would be...
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...Bloom's Research and Response NUR/427 January 20, 2015 Trecia D. Jones, MSN, RN, CNL Bloom's Research and Response According to Bloom’s Taxonomy of Learning Domains, learning is divided into three main domains: cognitive is the thinking domain, affective is the emotion and feeling domain, and psychomotor is the physical and kinesthetic domain. Included in each domain is a taxonomy or classification. The taxonomies proceed from the simplest to most complex levels of the domain. The Cognitive Domain The cognitive domain includes content knowledge and the development of intellectual skill. There are six levels in the cognitive domain: knowledge, comprehension, application, analysis, synthesis, and evaluation. Knowledge is remembering or retrieving previously learned material. Verbs that describe this level of learning include: arrange, define, describe, list, memorize, recognize, and select. Comprehension is the ability to compose meaning from the material. Verbs that describe this level of learning are: explain, record, classify, summarize, and illustrate. Application is the competence to use the learned material or to implement material in new and concrete situations. Verbs used in this level of learning are use, apply, solve, produce, implement, and perform. Analysis is the ability to break down or to distinguish the parts of the material into its components so that its organizational structure is understood. Keywords at this level of learning are as follows: analyze...
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...Bloom is a very upscale grocery store. The focus is on satisfying customers and providing food services to the community. The store uses clear energizing and communication goals to get the employees to strive to work harder. Employees of Bloom are highly motivated and hard working. Incentives, such as pay raises and promotions are also used to maintain employee satisfaction. Although a division of the Food Lion Corporation, Bloom is a more upscale version of Food Lion. The store uses a variety of consumer-friendly technology. Self-checkout counters allow customers to scan their purchases themselves without having to wait in line for an available cashier. Many produce departments have scales featuring printers that will print a bar code for the item indicating the weight and price of the purchase. The Nature’s Place section offers a wide variety of natural and organic items. A person can also create their own six-pack of beer. To compete with other stores, Bloom also offers a huge selection of in-store services. There is a Redbox for DVD rentals, and ATM machine, as well as copy and fax machines. The Guest Services Center also offers Western Union, check cashing, lottery tickets, hunting licenses, and dry cleaning services. Gift cards, phone cards, and transit cards are available as well. Employees at Bloom appear to be friendlier than most grocery stores. When a customer enters the store, the employees say, “Welcome to Bloom, how may we assist you?” The majority of workers...
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...Beauty and Devastation "It [the tiny bloom] had called her to come and gaze on a mystery. From barren brown stems to glistening leaf-buds; from the leaf-buds to snowy virginity of bloom. It stirred her tremendously"(10). In Zora Neale Hurston’s “Their Eyes Were Watching God” her use of imagery, particularly of nature, is used to stimulate the audience's imagination while communicating deep significance in the novel. The imagery of nature creates a unique parallel between the two sides of nature; its beauty and its devastation. Janie's idea of contentment is shown in Hurston's imagery of a pear tree, which represents nature's beauty. The pear tree represents Janie's idealized views of nature, as it demonstrates her naive and romantic character which constantly seeks true love, and her idealism of the harmony in a marriage based upon love as she travels a path of self-discovery throughout the novel. She was lying across the bed asleep so Janie tipped on out of the front door. Oh to be a pear tree—any tree in bloom! With kissing bees singing of the beginning of the world! She was sixteen. She had glossy leaves and bursting buds and she wanted to struggle with life but it seemed to elude her. Where were the singing bees for her? Nothing on the place nor in her grandma’s house answered her. (11) In this part of the novel it deliberately describes the pear tree in this fashion to show the relation between a blossoming tree, which is blooming as it grows, to the significant character...
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... |English reading class | |Topic or Unit of Study |reading | |*Grade/Level |9th | |*Summary |Teacher will introduce The Cask of Amontillado to the class | | |Teachers writes down some of the following questions from Blooms taxonomy levels: | | | | | |Application Questions | | | | |...
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...Draw on Bloom's taxonomy to demonstrate the value of thinking about thinking. Good morning/afternoon/evening, wherever this presentation finds you. I will be drawing on Bloom’s taxonomy to understand and demonstrate the importance of thinking about thinking. I will be discussing a brief history surrounding the taxonomy, what it means today, the different levels of thinking involved and how they differ, plus demonstrate how we can reach sophisticated thinking within academia and our lives using fictional examples. First, a bit of history to understand the subject at hand. The original framework was conceived as a means of measuring educational objectives. Benjamin S. Bloom initiated the idea, beginning in 1949, with a final draft published in 1956 (Krathwohl, 2002). Initially, the term taxonomy was unfamiliar as an education term and misunderstood, receiving little attention at the time (Krathwohl, 2002). The revised framework, was developed 45 years later by Anderson and Krathwohl in 2001 in order to fit the more outcome-focused modern educational objectives (Huitt, 2011). The differing frameworks are illustrated and you can see the similarities between the two. They are arranged in a hierarchy from less to more complex. I like the acronyms used here from LOTS (lower order thinking skills) to HOTS (higher order thinking skills). Further to revision of the taxonomy, Anderson and Krathwohl added a conceptualisation of knowledge dimensions (as shown) within which these processing...
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...Bloom’s Taxonomy Eric Peppers, RN NUR/427 Version 4 Health and Chronic Disease Management October 22, 2012 Aimee Yager, RN, MSN, CPNP Bloom’s Taxonomy In 1956, Benjamin Bloom led a consortium of researchers to identify domains associated with educational learning activities. The domains were labeled cognitive, affective and psychomotor. Nursing education is driven by patient outcomes. In the modern era, healthcare providers are not only reimbursed for their care through a series of audits which gather information to justify the patient stay, but are also graded by surveying agencies on their quality of care. This focus has crossed over into the training level of nurses. When I think of Bloom’s application in nursing education, I recall the care plans we developed as student nurses. I do not recall specifically learning about Bloom’s Taxonomy, however this current research into the subject has caused much reflection, which leads me to the conclusion we were taught this concept. Critical thinking is at the heart of self-care just as much as it is at the heart of nursing. Larkin proposed, “some researchers argue critical thinking cannot be taught”, (Larkin and Burtin, 2008). Cognitive Domain The knowledge-based domain of the taxonomy is the cognitive domain. The learner is expected to gain knowledge from various types of stimuli including but not limited to oral, written or graphic information. Utilizing instructions, they should be able to carry out a task....
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...simply "the Handbook" below). Although named for Bloom, the publication followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations.[2] [3] It refers to a classification of the different objectives that educators set for students (learning objectives). Bloom's Taxonomy divides educational objectives into three "domains": Cognitive, Affective, and Psychomotor (sometimes loosely described as knowing/head, feeling/heart and doing/hands respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.[4] A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.[1] A revised version of the taxonomy was created in 2000.[5] [6] [7] Bloom's Taxonomy is considered to be a foundational and essential element within the education community as evidenced in the 1981 survey significant writings that have influenced the curriculum: 1906-1981, by H.G. Shane and the 1994 yearbook of the National Society for the Study of Education. 1. 2. ^ a b c d Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., &Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive DomainNew York, Longmans, Green, 1956. 3. ^ Bloom et al, (1956) p. 4 "The idea for this classification...
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...Bloom’s Version Bloom’s Taxonomy was created by Benjamin Bloom in 1956. Bloom identified that there were three categories of learning. Cognitive: Mental skills (knowledge) Affective: Growth in feelings or emotional areas (attitude) Psychomotor: Manual or physical skills (skills). Bloom and his committee created these learning domains strictly for academic context. The design was used to develop a system of learning behaviors to assist in designing educational learning. Teachers can use this theory in the classroom each and every day. These different levels or categories of learning can help the teachers to assess students in different areas. Bloom’s Taxonomy gives more options instead of just test students by written papers or multiple choice questions. Within the domains of course, learning is based on a higher level system. In order for one to attain knowledge on a topic, there has to be some sort of prerequisite knowledge and skills mastered at a lower level. This type of learning creates a more holistic form of education and can really challenge students to learn to the maximum extend of their ability. Knowledge: Remembering previously learned material Comprehension: Grasping the meaning of informational materials Application: The use of previously learned information in new and concrete ways to solve problems Analysis: Break down information into components and examine information to develop conclusions Synthesis: Creatively apply prior...
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...Bloom’s Taxonomy and Nursing Care Sherrie Fetterman Health and Chronic Disease Management/NUR427 October 3, 2011 Gina Stephens Bloom’s Taxonomy and Nursing Care An estimated 99 million Americans currently suffer from a form of chronic disease and will enter the health care field unknowing what to expect (Annuals of Internal Medicine, 2011). Disease knows no boundaries nor is there any age limitations. What is consistent, is the disease inflicted patients need to learn about their disease and how to live normal lives regardless of their literary level. In 1956, Benjamin Bloom and a group of educational psychologists developed Bloom’s Taxonomy, a classification of levels of intellectual behavior important in learning. The taxonomy has three domains: the cognitive, affective and psychomotor. Each domain begins with the most basic learning level, and increases to the more intellectual level of learning. As Larsen and Lubkin states, “The teaching-learning process is characterized by multifaceted, dynamic, and interactive exchanges that are fundamental to client-family education and nursing practice” (p. 320). Bloom’s Taxonomy of Education equips nurses with the tools necessary to help patients and family members become successful in coping with their chronic illnesses. The findings of the cognitive domains represent use of knowledge and mental skills of the patient, and is further divided into 6 levels from the lowest level to the highest level...
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...Bloom's Taxonomy of Education and its effect on Nursing Education "Bloom's Taxonomy has long been the standard framework among clinical nurse educators and staff development coordinators for designing learning experiences or, at the least, has provided general guidance in development of objectives" (Horton, 2007). Bloom’s Taxonomy of educational objectives was developed by Benjamin Bloom in 1956 as a means to classify learning objectives and create learning tools for testing. There are three domains each containing subcategories that make up Bloom’s taxonomy. They are the cognitive domain, the affective domain, and psychomotor domain. Anderson and Krathwokl revised Bloom's taxonomy in 2001. While Bloom's Taxonomy has been a guideline to teach nurses, it can also be utilized as a guide for providing patient education. Each level of taxonomy builds upon the next requiring the learner to achieve a satisfactory level of each before moving forward to the next phase (Horton, 2007). A learner can be in more than one domain at a time as some levels overlap within the respective domain. Each domain and level will be discussed with examples of patient education for diabetes as an example. The cognitive domain includes six categories: remember, understand, apply, analyze, evaluate, and create. When a patient presents with a chronic illness, it has a huge impact on the patient and family. As teaching begins, the patient is given information that they are expected to remember for the...
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...Mary Forehandv (o.J.) Bloom’s Taxonomy.- Georgia. Web: http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy (10.2.2012) Bloom's Taxonomy From Emerging Perspectives on Learning, Teaching and Technology Jump to: navigation, search Mary Forehand The University of Georgia Independent Chapter Review As an educator I find it interesting to teach and learn. I like to ask questions as a roadmap to my teaching experience. You did a fine job with the introduction for that. Yet, I would want a little more information in the introduction. This site is a wonderful Cliff Notes to Bloom’s Taxonomy. The reference page is most helpful. However, I would also add a booklist for your reader. You only had one picture of the theory. I would challenge you to include more pictures and graphs for your reader. It just make things fun for us to see and feel. What about links to other sites so we can enhance our education in the learning process. Linda Dunegan, Ph.D. (c) CB Healing Institute, http://cbhealinginstitute.com/ Contents [hide] • 1 Introduction • 2 History • 3 What is Bloom's Taxonomy? • 4 Revised Bloom's Taxonomy (RBT) • 5 Terminology Changes • 6 Structural changes • 7 Changes in Emphasis • 8 Why use Bloom's Taxonomy? • 9 How can Bloom's Taxonomy Be Used? • 10 Summary • 11 Bloom - Biography • 12 References • 13 Bibliography • 14 Additional Resources • 15 Citation Introduction One of the basic questions facing educators has always been "Where...
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