Transcript: Influence on Body Tremor (Hands, Jaw, Arms, Face, Legs) Bradykinesia Rigidity (Stiffened in limbs or back) Postural Instability Cures and Treatments Description/ Background 1817 this disease was named after an English Physician named Dr. James Parkinson Known for: Tremor Bradykinesia Rigidity Postural Instability Disease enters the brain cells and takes over one side of body After, the Disease enters through every brain cell which then causes the whole body to be in effect Symptoms Lower your own Physical activity and movement Keep a good nutrition and health service Stay in the coolest area to keep a good body tempature
Transcript: ADD YOUR LOGO HERE Internet Algorithms By: Alyssa Edgerly TITLE What is an Internet Algorithm? Let the kitties explain... BUSINESS REPORTS 2017 Q1 SECOND TOPIC ADD SUBTOPICS MEET THE NEW TEAM MEET THE TEAM PROJECT ANALYSIS Insert Your Content Text Images Symbols Videos CONTACT INFORMATION CONTACT DETAILS
Transcript: Description vs Explanation Now you try: Write a description What's the difference? A description DESCRIBES something A spoken or written representation or account of a person, object, or event Look, smell, taste, hear, feel Summary of experiences Explanation A statement or account that makes something clear. Look at your description Make a clear statement about what you saw, tasted, felt, heard, and/or smelled This may have to be an inference/prediction (educated guess) Make sure it is significant and of importance to the task at hand I infer that the colorful item in the picture came from a unicorn because unicorns are associated with rainbows. I predict that the colorful item is unicorn food because it looks like colorful marshmallows Colorful-blue, orange, yellow, green, red Gold glitter Pyramid shaped Layered Looks like marshmallows Now you try: Write an explanation
Transcript: Survey for Transitioning Issues Campaign Strategy #2 Campaign Strategies #4 Make information easier to find and the use of OTonCampus services to be simple to understand and locate. OTonCampus Brand Story Goals and Objectives Helping You Help Yourself. Therapy focused on prevention and self-advocacy in students with transient issues like insomnia, time management issues, roommate issues and overall anxiety. These students will be seemingly functional to those around them, but will have struggles in one or two aspects of their lives that is holding them back from their full potential. Threats Stigma- It takes several distinct forms; personal, public, perceived public and self-stigma. Public stigma concerns the negative stereotypes and prejudices held by a society collectively, while personal stigma are those prejudices held by an individual. Political Overthrow Obstacles is the key message in the OTensity program. Therapy will be focused on the individual and specialized to each patient like OTonCampus. Students who are involved in this program can only be involved through the referral of disability services and the counseling center because of the sensitive nature of serious mental health issues. Focus Groups Primary Research Results Campaign Strategy #1 Cont. OTonCampus Economic PEST 1. Applying OT’s expertise to news areas such as mental health or less serious daily functional issues 2. Differentiate themselves from other medical professions at SLU 3. Teaming with other SLU programs that are looking to help students with struggles they have as college students 1. Students voiced adjusting to study habits, peer pressure and sleeping were major adjustments. Felt these were all exacerbated by stress. 2. Students didn’t believe it was possible to treat transient issues like trouble sleeping or bad study habits. 3. Students had mixed opinions about how effective SLU’s programs would be at helping with academic issues. 4. Students were not concerned with long-term mental health issues, but transitional issues they were currently facing in college. 5. Students felt that if they understood what OT was more, they would be more likely to use the services of OTonCampus. 6. Mentioned it was difficult to get appointments at Counseling Center so they were unlikely to seek help from them in the future. Objectives Strengths Key Findings in Secondary Research Target Audience OTensity With the advancements in technology Occupational therapists are allowed to be more innovative with their treatment methods, which allow them to gain greater understanding of their patients needs. 1. Create a social media presence 2.Find a solution to OTonCampus not having a designed space on the main campus. 3. Help more students at SLU with problems that apply to many and not few. 4. Find the most effective channels at SLU to get students information. 5. Create marketing materials to explain OT sponsored programs 6. Provide information in the St. Louis community about SLU’s OT program and what they are doing with their new programs.. Inform parents of the services the OT Department offers for SLU students and create more overall awareness of the OT Department. 1. Along with depression and alcohol abuse, college students face transient issues related to adjustment or temporary factors of being a college student. 2. Research has shown that few than half of college students get help for mental health issues because of time, privacy, lack of emotional openness and financial constraints. 3. 50% of students rate their mental health as below average or poor while only 25% of universities students report their students to be in this range. 4. 86% of students with mental health withdraw from college before completing their degree. This group is a growing group, but also is an opportunity for universities to target these students and change their trajectory. Target Audience Family Educational Rights and Privacy Act (FERPA)- Allows communication about a specific student among institution of higher education staff, faculty and administrators who are concerned about the welfare of a student. Target Audience: Students with development issues like Aspergers or Autism and students with serve mental health issues. Tactics: 1. This service will be a referral only program so it will be dependent on key people in the counseling center and disability center to distribute literature to students they feel could benefit from OTensity. A brochure will be made for OTensity as literature to give potential OTensity patients. 2. St. Louis area parents will also be informed of the service of OTensity through a news story in the St. Louis Dispatch and KSDK. OTensity will also be featured on the OT Department website and will direct potential patients on what to expect from their treatment. Have SLU students tell their friends who are struggling to get help from OTonCampus through a word-of-mouth campaign. Another aspect to this goal is to have key SLU staff like the
Transcript: Anthem Background Explanation Catcher in the Rye "It was when I read the first of the books I found in my house that I saw the word "I". And when I understood this word, the Daring to be different Golden "Chicken" Nuggets -People are NOT ultimately defined by society -At points in life people may conform, but usually over come it -Over come by establishing self identity -Having a sense of self book fell from my hands, and I wept, I who had never known tears. I wept in deliverance and in pity for all mankind" (Rand). "...partly because I act quite young for my age sometimes. I was 16 then, and I'm 17 now...and yet I still act sometimes like I was only about 12... I don't give a damn, except that I get bored sometimes when people tell me to act my age" (Salinger). Great Expectations Shows that people aren't defined by their society Most people are not colored in There are people that are Not going with the mainstream Possibility to be different "I lived happily with Herbert and his wife, and I lived frugally, and paid my debts, and maintained a constant correspondence with Biddy and Joe" (Dickens).
Transcript: Now you try: write an explanation Description First Describe A statement or account that makes something clear. Look at your description Make a clear statement about what you saw, tasted, felt, heard, and/or smelled This may have to be an inference/prediction (educated guess) Make sure it is significant and of importance to the task at hand Description What's the Difference Know the differences between DESCRIPTION and EXPLANATION Now you try: write a description Explanation Explanation Description vs. Explanation I infer that the colorful item in the picture came from a unicorn because unicorns are associated with rainbows. I predict that the colorful item in unicorn poop because it looks like colorful dog poop. Colorful-blue, orange, yellow, green, red Multicolored stars-blue, green, white, pink, purple Silver orbs Looks like a pile of rainbow dog poop A spoken or written representation or account of a person, object, or event. Look, smell, taste, hear, feel Summarize what you saw, smelled, tasted, heard, and/or felt
Transcript: Q Basketball Skills Questions Questions 1 How did you discover what your best basketball skill was? How did you discover what your worst basketball skill was? 2 What was your favorite part of this unit and what will you remember the most? 3 Describe to me your thoughts about basketball skills before the unit and after the unit. There are many drills you have learned during this unit. Name two drills for each of these skills: Shooting, passing, dribbling, and defense. Drills Drills - Shooting - Dribbling - Defense Basketball Skills - Passing Quick Overview Vocabulary Vocabulary Lay-up- A two point shot attempt by laying the ball off the backboard into the goal. Dribble- To bounce the ball along side of you in order to move on the court while maintaining the ball. Free-throw-A one point shot after a foul made behind the free throw line. Traveling- Running with the ball without dribbling. Name two more basketball terms and define the terms.
Transcript: Explanation: The ‘Why’ and the ‘How’ behind inquiry based student learning Features of Language and Text – Jonathon Bright Phase type Guided. Lessons will follow a simple structure of ‘I do, we do, you do’. Writing Purpose The purpose of these lessons is to teach the students the text structure and language features of an explanation text type. Lesson Foci Lesson three will focus on text structure, which will involve learning about the general statement, series of chronological events and a concluding statement. Lesson four will focus on language features found in explanation text types, which are action verbs and conjunctive/connective words. Lesson Overview Lesson three will have the class read through an explanation text with the teacher pointing out the key elements in the text structure, then have the students do the same in their reading groups with similar texts. Lesson four will have the class read through an explanation text with the teacher pointing out the language features of focus, then have the students complete activity worksheets to reinforce these learnings. Resources Smartboard, copies of explanation text types, activity sheets, writing utensils, coloured pencils and writing books. Outcome Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2-8B Descriptors Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Identify organisational patterns and language features of print and visual texts appropriate to a range of purposes Relevance EN2-8B encapsulates the key areas we want the students to grow in when learning about and viewing new text types. The accompanying content descriptors will be the focus of the formative assessment. Overview of our writing program Resources used throughout Foundational Knowledge – Jake McCubbin Books ICT Worksheets Creative works (writing, creating a poster) Video clips KLA - Science and Technology; Stage - 2; Text type - Explanation Explanation text types “explains how or why something happens” (NESA, 2020) KLA outcome chosen - “A student: compares features and characteristics of living and non-living things (ST2-4LW-S)” (NESA, 2017). (Outcome)Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts EN2-1A (Indicator)Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1688, ACELY1792) (Phase) Modelled (Writing Purpose) Explanation text, Life Cycles, Building knowledge, Introduction to Life Cycles (What do your lessons focus on?) Introduction of the topic of life cycle with a focus on Butterflies, and Frogs. (Resources) Youtube, worksheets,SmartBoard Spelling and Grammar – Joshua Laity (Outcome)Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts EN2-1A (Indicator)Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1685, ACELY1697) (Phase) Modelled (Writing Purpose) Explanation, Life Cycles, Building knowledge, Introduction to Life Cycles (What do your lessons focus on?) Introduction of the topic of life cycle of Butterflies, and Frogs with the inclusion of ICT to further expand knowledge (Resources) Digital worksheets,SmartBoard, Laptops, Computers Outcomes Uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words EN2-5A Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2-4A Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts EN2-9B Content Descriptors Use knowledge of alphabetical order to locate information in texts, e.g. dictionaries, glossaries Use graphological, phonological, syntactic and semantic strategies to respond to texts, e.g. knowledge of homophones, contractions, syllables, word families and common prefixes Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482) Compose a range of effective imaginative, informative and persuasive texts using language appropriate to purpose and audience Phase type Guided - Utilises the ‘Copy
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