An open head injury such as that caused by a bullet will typically cause a ___________ injury, while a closed head injury often causes more _______________ damage
Fill in the blank(s) with the appropriate word(s).
focal, diffuse
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In combination with handheld devices like smartphones, these allow learners to take dance instruction anywhere
A) vodcasts B) exergames C) accelerometers D) apps
Which of the following is not a reason why students have social skills problems?
a. They have had no models for how to act in social situations. b. They have trouble reading the social cures of others. c. They focus too much on the feelings of those with whom they interact. d. The act impulsively, regardless of what they know to be appropriate.
Refer to Exhibit 12-4. Which of the following is a hypothesis of an alternate independent variable?
a. the same things that motivate parents and students to select private schools instead of public schools motivate them to do what is necessary to get into prestigious colleges. b. admissions officers in prestigious colleges are biased in favor of private school graduates. c. the milieu of private schools is more similar to college than the milieu of public schools.
Of the following, which paragraph, or set of paragraphs, best illustrates the review and introduction phase of the lesson?
1. Carol Lopez, a fifth-grade teacher, wants her students to understand the concept adjective. She begins by displaying the following vignette on her document camera: John and Karen, with her brown hair blowing in the wind, drove together in his old car to the football game. They soon met their very best friends, Latoya and Michael, at the large gate near the entrance. The game was incredibly exciting, and because the team's running game was sparkling, the home team won by a bare margin. 2. Carol has the students read the vignette and then says, "What do you notice about the passage . . . . Bharat?" 3. "John and Karen are nouns," Bharat responds. 4. The students continue to make observations, in the process, identifying each of the nouns in the passage. 5. Carol then asks, "What do we know about Karen's hair?. . . Jesse?" 6. "It's brown." 7. "And what kind of game did they attend?" 8. "A football game," several students say together. 9. Carol continues having the students describe the nouns, and she asks what the words have in common? 10. "They all describe nouns," Conchita notices. 11. Then she says, "Now let's take a closer look. . . . What's different about exciting and sparkling compared to others like brown and old?. . . Duk?" 12. "They . . . don't come in front of the noun . . . like the others do?" 13. "Very good, Duk. Yes, but they still describe the nouns. . . . Now, what is important about running and football?. . . Sharon?" 14. "Running looks like a verb . . . and football looks like a noun." 15. "Yes they do . . . . but how do we know they're not verbs or nouns?. . . Lakesha?" 16. "They describe nouns . . . like football describes game, and . . . running does too." 17. Carol then says, "We call all of these words ‘adjectives, and they are parts of speech, just as nouns and verbs are . . . So, describe adjectives for us, . . . Leroy." 18. ". . . Adjectives are parts of speech that describe nouns," Leroy responds. 19. Carol then has her students look at the words soon, very, and incredibly and explain why they aren't adjectives, and finally, she has them write a paragraph that includes three or more adjectives, with at least one coming after the noun. 20. Carol collects the paragraphs and displays three of them on the document camera (with the names covered to avoid having the class know whose paragraphs are being analyzed), and discusses them the next day. a. 1 b. 1-2 c. 1-4 d. 2-4