Station 1. Fish Diversity Classification of the Major Taxa of Fish ! Phylum Chordata ! Subphylum Vertebrata ! Supraclass Agnatha ! Order Osteostraci ! Order Anaspida ! Order Heterostraci ! Order Coelolepida ! Order Cyclostomata ! Class Myxinoidea ! Class Petromyzontida ! Class Placodermi ! Order Arthrodiriformes ! Order Antiarchiformes ! Supraclass Gnathostomata ! Class Chondrichthyes ! Subclass Elasmobranchii ! Order Cladoselachiformes ! Order Xenacanthiformes ! Order Selachii ! Order Batoidea
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Names: Motor Learning and Control Lab 1 – Gentile’s Taxonomy You may work in groups (2-4) for this lab. This lab will give you the opportunity to practice using Gentile’s taxonomy to classify skills. As a group you should choose 4 cells from Table 2.2 (in your book and on the Powerpoint slides). Please choose 4 different cells (e.g.‚ 2B‚ 3C‚ 1A‚ and 4D). For each cell you should identify a skill that fits in that cell and provide a rationale for your choice. Please
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Creating an At-Risk Program AED/204 Darrell Campbell November 27‚ 2011 An at-risk program is made for the students that disadvantaged and have a concern of having a low academic achievement as well as a high risk of dropping out of school before completed it. In order to have this plan be successful the entire staff of the school as well as parents and other specialty personal should take part in the program that will cover every student in the school. The program would take a lot of developmental
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Taxonomy Scientists use taxonomy to classify organisms and assign each organism a universally accepted name. They do this by using a Dichotomous Key to classify organisms‚ the binary nomenclature‚ DNA‚ and RNA. In the taxonomic nomenclature naming system‚ there are different levels called a taxon (taxa plural) or taxonomic category. The different levels to the taxonomic nomenclature naming system are called: Domain‚ Kingdom‚ Phylum‚ Class‚ Order‚ Family‚ Genus‚ and Species
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UNIT 4222-222 Outcome 1 3. There are many different ways to resolve difficulties when a resident is choosing food and drink. You always give them a choice of things. If there’s nothing you find out what they want and do your best to get it for them. If that isn’t an option then you talk to them about what there is. Give them your opinion. Even if they only eat a little as long as they eat and drink. 4. You go and get assistance when nothing you try is resolving the problem. If the resident gets
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| | |College of Education | | |AED/201 Version 4 | | |Teaching as a Profession | Copyright © 2009‚ 2007
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2 Sekolah Menengah Sharif Ali test paper • From each subject‚ three 2007 assessment papers were analysed • The analysis of question papers were based on Bloom’s Taxonomy thinking skill levels‚ using key words given by Taylor (n.d) in The Use of Questioning in Raising Higher Order Thinking as guidelines Results: Table 1: The Bloom Taxonomy analysis of Sekolah Menengah Sharif Ali test papers in 2007 which includes the March 2007 First-term test‚ Mid-year/Third-term examination and End of Year
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Nanyang Technological University (DR-NTU) has adopted a taxonomy with the intention of facilitate the search and retrieval of information. In addition‚ the goal of the taxonomy is to provide value to the repository and provide a good interface for the users‚ allowing a soft navigation through their collections. In the present paper we provide an overview of the main characteristics of the current taxonomy and we assess whether the taxonomy fulfil its goal or not. According with informal interviews
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Shawna Keehn AED 202 Checkpoint: Moral reasoning Select one of the age groups chosen in week 6. Decide on the child’s age‚ what Level and stage he or she is at developmentally‚ and list some chacteristics Demonstrating the nature of the stage. I have chosen a child that is in the early adolescence stage that is the age of Fourteen. In my opinion a child who is fourteen should be at a level two‚ Conventional morality. Upon reviewing the reading of the stages a child who is Fourteen
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s still no smoke...” With a hoof‚ Scootaloo caressed the cheek where Apple Bloom’s tail hit her. I faced away from them as I continued my lying streak. “I fell… on crayons”—I supported my chin with a hoof—“and‚ um‚ I still have some in my coat.” I glanced at them and pointed a hoof toward the lake. “We need to go into the water as soon as possible so I can wash off the stains!” “Then‚ why were you dragging behind all the way instead of rushing us here?” asked Scootaloo. “I was‚ um‚ saving my strength
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