...The flowers are produced in panicles 6–13 cm long containing a few to numerous flowers; flowering is from February to May in the Philippines, Borneo and the Malay peninsula. They are slightly fragrant and have yellow or orange-yellow petals. The fruit is a semi orbicular pod 2–3 cm diameter, surrounded by a flat 4–6 cm diameter membraneous wing (wing-like structure) which aids dispersal by the wind. It contains one or two seeds, and does not split open at maturity; it ripens within 4–6 years, and becomes purple when dry. The central part of the pod can be smooth (f.indica), bristly (f. echinatus (Pers.) Rojo) or intermediate The termites are a group of eusocial insects usually classified at the taxonomic rank of order Isoptera (but see also taxonomy below). Along with ants and some bees and wasps which are all placed in the separate order Hymenoptera, termites divide labor among gender lines, produce overlapping generations and take care of young collectively. Termites mostly feed on dead plant material, generally in the form of wood, leaf litter, soil, or animal dung, and about 10% of the estimated 4,000 species (about 2,600 taxonomically known) are economically significant as pests that can cause serious structural damage to buildings, crops or plantation forests. Termites are major detritivores, particularly in the subtropical. and tropical...
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...Q1: Describe the four types of scales? Ans1: A scale is a tool or mechanisms by which individuals are distinguished as to how they differ from one another on the variables of interest to our study. There are four basic types of scales: nominal, ordinal, interval and ratio. Nominal scale: A nominal scale is one that allows the researcher to assign subject to certain categories or groups. For example, with respect to the variable of gender respondents can be grouped into two categories male and female. These two groups can be assigned code number 1 and 2. These numbers serves as simple and convenient category labels with no intrinsic values, other then to assign respondents to one of two non overlapping, or mutually exclusive categories. In other words there is no third category into which respondents would normally fall. Thus, nominal scale categorizes individuals or objects into mutually exclusive and collectively exhaustive groups. Ordinal scale: An ordinal scale not only categorizes the variable in such a way as to denote differences among the various categorize, it also rank orders the categorise in some meaningful way. With any variable for which the categorise are to be ordered, according to some preference, the ordinal scale would be used. For example respondents might be asked to indicate there preferences by ranking the importance they attach to five distinct characteristics in a job that the researcher might be interested in studying. Interval: An interval scale...
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...A risk taxonomy is a comprehensive, common and stable set of risk categories that is used within an organization. By providing a comprehensive set of risk categories, it encourages those involved in risk identification to consider all types of risks that could affect the organization's objectives. By providing a common set of risk categories, it facilitates the aggregation of risks from across the organization. By providing a stable set of risk categories, it facilitates comparative analysis of an organization's risks over time. This document includes considerations for departments and agencies with respect to developing and using a risk taxonomy. It outlines an approach to categorizing and aggregating risks that may be tailored to the specific needs of an organization. It should be noted that a risk taxonomy is not a mandatory component of an integrated risk management approach. However, using a risk taxonomy can help to strengthen and better integrate an organization's risk management approach, given the benefits outlined above. 1.1 Developing a Risk Taxonomy Developing a risk taxonomy requires establishing a set of risk categories. The categories should be sufficiently generic that they can be used to aggregate risks from various parts of the organization. Examples of potential risk categories are found in section 2. Departments and agencies may tailor this list to their needs. For example, an organization may want to tailor the categories to better reflect its mandate...
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...EXERCISE 15.1 The following is a list of objects found in one of the authors' kitchens: teapot, mug, soup bowl, plate, spoon, table knife, cook's knife, fork, saucepan, frying pan, kettle, casserole, fish slice, tin opener, baking tray, scales, mixing bowl, glasses, jugs, corkscrew, rolling pin, ladle, egg cup, chopping board. Produce a taxonomy using the TDH notation of these objects. Does it obey the TAKD uniqueness rule? Compare your answer with someone else's. (Note: the authors had great difficulty with items like the corkscrew, which did not fit easily into any generic category - perhaps you did better.) answer As the authors had already produced a partial taxonomy, we interviewed two domain experts (cooks). They were asked to describe how they would group and classify the kitchen items. They were explicitly told (and reminded) that they could have multiple classifications and put the same item into several categories. The authors then cast their answers into TDH notation. One of the subjects was a doctor and used to medical taxonomies of disease. Despite stressing the looseness of the classifications, he insisted on a complete taxonomic tree (Figure Ex15.1.1). kitchen object XOR |__ preparation XOR | |__ pre-preparation XOR | | |__ opening | | | tin opener, cork screw | | |__ measuring | | scales, (measuring) jug | |__ 'proper' preparation XOR | |__ active | | rolling pin,...
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...Bloom’s Taxonomy Wheel/Circle- Wall/Poster Display This version Copyright in2edu.com. 2003 ? Activites Instructions Cut and add to other parts from other pages to make up wall chart. You can enlarge to A3 and then add other sections around this. Keep at A4 and paste/laminate all sections together to make up the final wheel as ilustrated below. Put the parts together in whatever way you want!!!! ? Activites Based on Task Oriented Question Construction Wheel & Bloom's Taxonomy. ©2001 St. Edward's University Center for Teaching Excellence. www.stedwards.edu/cte/bwheel.htm Describe Restate Summarise/outline Confirm Match Defend Distinguish Grasp Recall Use Tell Paraphrase Compare Interpret Produce Meaning Learned Material.. Identity Transform Predict Relate Exploring Apply Make Illustrate Extend Infer Investigate List Dramatise Draw Express Generalise Define Listen Locate Change Complete Change Explain Report Model Select Label Recognise Comprehension Sketch Classify Observe Draw Describe Solve Construct Paint State Discover Name Choose Collect Application Knowledge Write Memorise Recite Show Prepare in2edu.com Use in a new concrete situation Analyse Classify Examine Seperate Break into parts~ see Critique Compare Solve Synthesis Point Out Distinguish relationships Organise Categorise Investigate Weigh Assess Judge my Contrast Subdivide Debate Criticise Rate Hypothesise information Combine What if Select Differentiate Argue Decide Explain Compare Invent new Judge...
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...Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals[1] (referred to as 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...
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...Liam Green With specific reference to ‘Decanter’ and ‘Mens Health’, how audiences are categorised by the producer on media texts. Include: overview, purpose/impact, specific textual reference, demographic physics metric profiling. Representation is a producer’s construction of reality; in order to illustrate their view, they need to categorise audiences in terms of their content. For example, in the UK’s leading men’s magazine ‘Mens Health’, the audiences has been categorised to men only. ‘Mens Health’ isn’t a high end magazine as is aimed at the average man from giving them the tools to change/improve. Whereas ‘Decanter’ is a high end magazine specifically aimed at normally the upper class that enjoy wine tasting and brewing their own. Both magazines categorise their audiences in different ways but a main factor is content. Content on ‘Mens Health’ clearly indicates a male audience; this is done by numerous masculine ways. One of which is the use of image, normally a masculine figure on the magazine, in my specific magazine edition it is a UFC fighter centralised in a fighting pose. This conveys masculinity and appeals to the average man to want to look like and the want to be tougher. This is categorising the audience to people who want to change or improve their body. Terms such as ‘best’ are repeated on the cover, which we can see using Young and Rubicon’s 4C’s table that the category ‘aspirer’ would fit in perfectly for this. A person who wants nothing but the best;...
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...Parts of Speech Table This is a summary of the 8 parts of speech*. You can find more detail if you click on each part of speech. |part of speech |function or "job" |example words |example sentences | |Verb |action or state |(to) be, have, do, like, work, |EnglishClub.com is a web site. I like | | | |sing, can, must |EnglishClub.com. | |Noun |thing or person |pen, dog, work, music, town, |This is my dog. He lives in my house. We live in | | | |London, teacher, John |London. | |Adjective |describes a noun |a/an, the, 69, some, good, big, |My dog is big. I like big dogs. | | | |red, well, interesting | | |Adverb |describes a verb, adjective or |quickly, silently, well, badly, |My dog eats quickly. When he is very hungry, he | | |adverb |very, really |eats really quickly. | |Pronoun |replaces a noun |I, you...
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...Evaluation Statement: Identify how accurate using the distance formula is in relation to traveling by car or by any other type of transportation. How would you suggest it be tweaked so that it could be more accurate? Higher Order Thinking and Diverse Learners Reflection As teachers we need to do more than just stand in front of a classroom and dictate out of our books how add and subtract numbers or tell the difference between a noun and a verb; we need to insist on our students to look further into why 2+2=4. Higher order thinking is defined as a classification of thinking based on Bloom's Taxonomy of Thinking Skills. This type of thinking goes beyond simple recall of information. It is characterized by the use of information via comprehension, application, analysis, synthesis, and evaluation (21st Century Information Fluency, 2011). The unit plan that I have developed follows Bloom’s Taxonomy of Thinking Skills in that it causes my students to look further in to how and why we use the distance formula. The unit plan makes the students dig deep into the...
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...Introduction to Systematics Worksheet Learning Goal: To learn how biologists classify species based on their evolutionary relationships. Prerequisite Knowledge: Before beginning this lab, you should be familiar with these concepts: • why biologists today use the three-domain system of classification • how evolutionary trees depict biologists’ understandings about the evolutionary relationships among groups of organisms Introduction: Almost every place on Earth, from the surface of your skin to the bottom of the ocean, is teeming with living things. To keep track of the vast diversity of life, biologists historically named and classified organisms according to their appearance. The system of categorizing organisms is known as taxonomy. Today, scientists classify organisms into taxonomic groups (taxa) according to their evolutionary history. This discipline is known as systematics. The Virtual Systematics Lab features a collection of pictures and descriptions of diverse species that represent major evolutionary pathways. In the Systematics Lab, you can explore five different taxonomic classification schemes that biologists have used--from the traditional Linnaean scheme to the current three-domain system. In this activity, you will learn how to use the Virtual Systematics Lab to identify the characteristics that various organisms share and to determine the relatedness of different taxa. Part A Enter the Systematics Lab Room by clicking the button. Then, follow the...
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...end of the program. The flow of the course includes these main topics: 1. Discovery: Learning more about you and understanding your strengths 2. Orientation: The Tools and Resources you need to succeed and where to find them 3. Client Experience: An overview of what a perfect interaction looks like 4. Transaction Processing: Understanding the mechanics of day-to-day transactions 5. Product Knowledge: The nitty-gritty of the products we offer 6. Giving Advice: Discovering needs and providing client-centric advice 7. Client Experience: Juggling it all together Learning Objective To be able to indentify product features and pricing. Level of Blooms Taxonomy Knowledge/Remembering Teaching Technique Assign groups to create a comparison chart of 1) account products, 2) credit card products, and 3) insurance products. Assessment/Evaluation Method (and Description) Peer group evaluation: Have the each group...
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...Bloom's Taxonomy From Wikipedia, the free encyclopedia Jump to: navigation, search The Bloom's Wheel, according to the Bloom's verbs and matching assessment types. The verbs are intended to be feasible and measurable. Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals[1] (referred to as 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...
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...reasoning and analysis and teaching needs to serve discouragement for rote memorization. Education, as a planned endeavor, at a personal level on a small scale or institutional level on a large scale, aims at making children capable of becoming active, responsible, productive, and caring members of society. Hence for responsibility of the school and teachers became more important in formal form of education, with the changing needs of the time, we need to change the pattern of instructional strategies so that educational aim can be achieved. With continuous and comprehensive evaluation we must adopt modified entities of cognitive domains known as revised version of Bloom’s Taxonomy developed by Dr. Lorin Anderson, 1999, a former student of Bloom's, and his colleagues. The updated version of Bloom’s Taxonomy with respect to cognitive domain under scholastic aspect in formal education system can be used for the purpose of 21st century formal classroom for teaching-learning as they are from simplest to most complex objectives: remembering, understanding, applying, analyzing, evaluating, and creating. Keywords: Lesson Planning, Content analysis, Learning Objectives, Student Learning Outcomes, Continuous and Comprehensive Evaluation (CCE) 1. INTRODUCTION: With development of different educational theories and approaches like Behaviorism[John B.Watson; Skinner; Ivan Pavlov and others], Cognitivism [ jerome bruner ;Vygotsky; Jean Piaget and others], Constructivist [Vygotsky; Jean Piaget...
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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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...reasoning and analysis and teaching needs to serve discouragement for rote memorization. Education, as a planned endeavor, at a personal level on a small scale or institutional level on a large scale, aims at making children capable of becoming active, responsible, productive, and caring members of society. Hence for responsibility of the school and teachers became more important in formal form of education, with the changing needs of the time, we need to change the pattern of instructional strategies so that educational aim can be achieved. With continuous and comprehensive evaluation we must adopt modified entities of cognitive domains known as revised version of Bloom’s Taxonomy developed by Dr. Lorin Anderson, 1999, a former student of Bloom's, and his colleagues. The updated version of Bloom’s Taxonomy with respect to cognitive domain under scholastic aspect in formal education system can be used for the purpose of 21st century formal classroom for teaching-learning as they are from simplest to most complex objectives: remembering, understanding, applying, analyzing, evaluating, and creating. Keywords: Lesson Planning, Content analysis, Learning Objectives, Student Learning Outcomes, Continuous and Comprehensive Evaluation (CCE) 1. INTRODUCTION: With development of different educational theories and approaches like Behaviorism[John B.Watson; Skinner; Ivan Pavlov and others], Cognitivism [ jerome bruner ;Vygotsky; Jean Piaget and others], Constructivist [Vygotsky;...
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