| Question | Answer |
|---|---|
| good | vicious |
| kind | vicious |
| kindly | vicious |
| mild | vicious |
| harmless | vicious |
| war | truce |
| warfare | truce |
| fighting | truce |
| important | trivial |
| weighty | trivial |
| momentous | trivial |
| gush | trickle |
| pour | trickle |
| flood | trickle |
| deluge | trickle |
| cheerful | sullen |
| blithe | sullen |
| sociable | sullen |
| vivacious | sullen |
| brief | interminable |
| short | interminable |
| fleeting | interminable |
| barge in | insinuate |
| broadcast | insinuate |
| crawl | hurtle |
| creep | hurtle |
| lively | humdrum |
| thrilling | humdrum |
| exciting | humdrum |
| exhilarating | humdrum |
| wither | germinate |
| die | germinate |
| stagnate | germinate |
| shrivel up | germinate |
| organize | disrupt |
| arrange | disrupt |
| fertile | |
| lively | humdrum |
| thrilling | humdrum |
| exciting | humdrum |
| exhilarating | humdrum |
| wither | germinate |
| die | germinate |
| stagnate | germinate |
| shrivel up | germinate |
| organize | disrupt |
| arrange | disrupt |
| fertile | barren |
| productive | barren |
| fruitful | barren |
| mount | alight |
| ascend | alight |
| board | alight |
| take off | alight |
| faraway | adjacent |
| distant | adjacent |
| remote | adjacent |
Month: January 2018
Latin 5 L5
| Term | Definition |
|---|---|
| frag, fract, frang, fring | to break |
| fleet, flex | to bend |
| di, dis, dif | apart, different direction, not, very |
| cur, curr, curs, corr, cours | to run |
| fid | faith, trust |
| plict, pleet, plex, pli, ple, ply | to fold, twist, weave |
| fin | border, limit, end |
| flu, fluct, flux | to flow |
| vict, vinc | to conquer |
| fort, fore | strong |
| mob, mov | to move |
| retro | backwards |
| frag, fract, frang, fring | to break |
| fleet, flex | to bend |
| di, dis, dif | apart, different direction, not, very |
| cur, curr, curs, corr, cours | to run |
| fid | faith, trust |
| plict, pleet, plex, pli, ple, ply | to fold, twist, weave |
| fin | border, limit, end |
| flu, fluct, flux | to flow |
| vict, vinc | to conquer |
| fort, fore | strong |
| mob, mov | to move |
| retro | backwards |
ABA Terms
| Term | Definition |
|---|---|
| ASD | Autism Spectrum Disorder-marked deficits in communication, social ability, and appropriate behavior across all environments beginning in early childhood |
| Asperger’s Syndrome | Autism Spectrum Disorder Level 1 Severity |
| PDD-NOS | old terminology (from DSM IV) Pervasive Developmental Disorder Not Otherwise Specified |
| Behavior | anything a person does that can be observed |
| Function | what purpose (or function) a behavior serves: get attention, get access to something, etc. |
| FBA | Functional Behavior Assessment – a method of gathering evidence to discover which function a behavior is serving |
| Maintaining consequence | another term for the function of a behavior |
| Maintaining variable | another term for the function of a behavior |
| ABA | Applied Behavior Analysis – evidence-based practice for making meaningful changes to people’s behavior through manipulating the environmental factors that affect that behavior |
| BCBA | Board Certified Behavior Analyst |
| Reinforce | the act of providing a reinforcer contingently following a behavior, which will increase the likelihood that the behavior will occur again in the future |
| Reinforcer | the item delivered contingently upon a behavior, which has been shown to increase the likelihood that the behavior will occur again in the future |
| Reward | something that the person might like is delivered following a behavior |
| Positive reinforcer | something is provided following a behavior that will increase the likelihood that the behavior will occur again in the future |
| Negative reinforcer | something is removed following a behavior that will increase the likelihood that the behavior will occur again in the future |
| Punishment | the act of providing a stimulus contingently following a behavior, which will decrease the likelihood that the behavior will occur again in the future. |
| Punisher | (positive [something added] or negative [something removed]) – the stimulus used for punishment |
| Reinforcer assessment | a structured method of gathering data about which items or activities are most highly-preferred so that they may be tested as reinforcers |
| Discrete trial | a method for teaching a skill; has a defined beginning and a defined end; trials are repeated, drill-style, in blocks of 9 or 10 |
| Prompt | cues from teacher to indicate to the student what to do |
| Errorless learning | using heavy, intrusive prompting when beginning to teach a skill so that no errors are made; avoids an error pattern from forming |
| Prompt delay | a way to teach errorlessly; begin with immediate prompt for a # of trials, then move to a 1-sec delay for a # of trials, then a 2-sec delay, etc |
| Least –to-most | a method of prompting where the student is allowed to try a task independently, then the teacher steps in with as little prompting as possible if help in needed |
| Graduated Guidance | an errorless way to prompt a student to learn a new task where full physical guidance is used at first, and prompting is slowly faded as independence is gained. |
| Most-to-least | another term for Graduated Guidance |
| Shaping | reinforcing successive approximations of a target behavior until the target is achieved |
| ABC | Antecedent, Behavior, Consequence |
| Antecedent Controls | methods for manipulating the environmental conditions prior to the onset of a behavior, thereby changing the effectiveness of the maintaining consequence (weakening or strengthening its reinforcing effects) |
| Motivating Operation- MO | another term for Antecedent Control |
| Establishing Operation-EO | an antecedent control that works to increase the likelihood that a reinforcer will be effective (make sure the student is hungry if your reinforcer is chips) |
| Abolishing Operation- AO | an antecedent control that works to decrease the likelihood that a reinforcer will be effective (If a child screams for a toy whenever they are in the car, give them that toy PRIOR to getting in the car) |
| Presession | the period of time taken prior to “showtime” in order to deliver the Antecedent Control |
| Differential Reinforcement | the act of proving reinforcement for some predetermined behaviors, while extinguishing others |
| Extinguish | withhold the maintaining variable following a target behavior to weaken and eradicate the behavior over time |
| Extinction burst | a spike in the strength and rate of a target behavior following the start of an extinction treatment |
| DRO – Differential Reinforcement of Other Behavior | a target behavior is put on extinction, while all other behaviors are reinforced |
| DRI – Differential Reinforcement of Incompatible Behavior | a target behavior is put on extinction, while all other incompatible behaviors are reinforced |
| DRA – Differential Reinforcement of Alternative Behavior | a target behavior is put on extinction, while an alternative target behavior is reinforced |
| Time Sampling | choosing a brief period of time during which data are collected on a target behavior instead of trying to record it all day |
Business
| Question | Answer |
|---|---|
| Who are the 4 stakeholder groups that businesses are responsible to? | Society, Investors, Employees, Customers |
| What are some of the responsibilities businesses have to the general public? | Businesses are expected to help out in the community and treat customers well. |
| What are some of the responsibilities businesses have to customers? | To treat customers well and make sure they find what they are looking for |
| What are some of the responsibilities businesses have to their investors/financial community? | To tell their investors how they are really doing and not lying by saying they're still doing we'll even if they're not |
| What are the steps to think about in making an ethical decision? | Stop and think, Clarify goals, Determine facts, Develop options, Consider consequences, Choose, monitor and identify. |
| Why is it important for businesses to be socially responsible? | So customers know it's a business willing to help them out. |
| Explain an ethical situation a business might face and provide some possible alternatives. | A manager highers a friend instead of someone who is in need of a job and money. An alternative is that the manager could have hired the one in need and helped his friend find another job. |
| Define ethics and business ethics. | moral principles by which people conduct themselves personally. Business Ethics- rules based on moral principles about how business employees ought to conduct themselves. |
| Describe why ethical behavior is good behavior for business. | Ethical behavior is good for a business because if people know it is friendlier, then more people will want to work there. |
| Using the ethical decision-making process, list the steps for dealing with an ethical dilemma | Determine if it is a dilemma, identify the key values and principles involved, identify which key values and principles are relevant to the dilemma, develop an action plan, implement your plan, and reflect on the outcome of this process. |
| Define what is meant by the social responsibility of business. | For a business to make sure that they are treating their employees ethically. |
| Give an example of an unethical decision that is not illegal. Can a legal decision also be an unethical one? | A business making their employees stay extra time and pick up trash from everyone else. Yes it can be legal, but still unethical. |
| Do you think the United States should trade with countries that have a poor human rights record? Why or why not? | Yes, because if we trade with them we can form a better relationship with that country, it's not our business for what's going on in another country. |
| 8. Why do you think businesses with written codes of ethics and ethics programs for their employees have fewer ethical problems than other companies? | Because they already have a plan set for how they want their ethics to work. |
| 9. One study showed that young, inexperienced managers are twice as likely to feel pressured to compromise ethical standards as their older counterparts. Why do you think that is true? | Because the older managers have experience and know what to expect while the younger one's aren't prepared for what could happen. |
| Why do you think that some employees tell their managers about unethical behaviors of other workers? Do you think this is a good development? | Because they don't want a coworker who is acting unethical to rub off on anyone else. Yes it's a good development because you don't want all of your employees acting up an unethical. |
| Imagine that your manager says she cannot give you a raise but will allow some personal items in your travel expense report. What impression does that give you of her professional ethics? | That she is ethical but doesn't have to give you a raise if you want one, but she still helps you out, |
| Is ethical behavior always easy? Why or why not? What can a person do to make the best decision regarding an ethical dilemma? | No it is not always easy being ethical because sometimes you want to make a decision or tell someone to do something unethical because you are upset with them. |
FIT Unit 1 ABA terms
| Term | Definition |
|---|---|
| Stimulus | A change in environment which can affect behavior. |
| Stimulus Class | A group of stimuli that share specified common elements along formal, temporal, and/or functional dimensions. |
| Antecedent | A stimulus which precedes, that is, occurs before a response. |
| Functional Relation | Changes in an antecedent or consequent stimulus class consistently alter a dimension of a response class. |
| Response | A specific instance of behavior. |
| Private Behavior | Behavior that cannot be observed by others; it is only accessible to the organism who is engaging in the private event. |
| Consequence | A stimulus which follows, that is, occurs after a response. |
| Temporal Locus | A fundamental property (Quality) of behavior. A single response occurs in time. |
| Fundamental Properties | Temporal Locus, Temporal Extent, and Repeatability are all part of this classification. |
| Function | The effects or results of a response on the environment. |
| IRT (Inter Response Time) | A dimensional quantity of behavior. The time between two successive responses. |
| Topography | The configuration, form, or shape of a response. |
| Rate | A dimensional quantity of behavior. The ratio of the number of responses over some period of time. |
| Behavior | The interaction of the muscles, glands, or other parts of a live organism with the environment. |
| Duration | A dimensional quantity of behavior. The amount of time between the beginning and the end of the response cycle. |
| Behavior Analysis | A natural science that studies functional relations between behavior and environmental events. |
| Latency | A dimensional quantity of behavior. The amount of time between a stimulus and a response. |
| Response Cycle | The beginning, middle, and end of a response. |
| Environmental Context | The situation (set of circumstances) in which behavior occurs at any given time. |
| Dimensional Quantities | A quantifiable aspect of a property (latency, duration, countability, IRT, rate, celeration). |
| Environment | The total constellation of stimuli and conditions which can affect behavior. |
| Countability | A dimensional quantity of behavior. The number of responses or number of cycles of the response class. |
| Functional Response Class | A collection of two or more topographically different responses that all have the same effect on the environment, usually producing a specific class of reinforcers. |
| Celeration | A dimensional quantity of behavior. Change in one of the other dimensional quantities of behavior over time. |
| Topographical Response Class | A collection of two or more responses which share a common form. |
| Public Behavior | Behavior that can be observed by others, even though special instrumentation may be required at times. |
| Repeatability | A fundamental property (quality) of behavior. A response can reoccur. |
| Response Class | A grouping of individual actions or responses that share those commonalities included in the class definition. |
| Property | A fundamental quality of a natural phenomenon. |
| Temporal Extent | A fundamental property (quality) of behavior. A response occupies time. |
FIT Unit 2 ABA Terms
| Term | Definition |
|---|---|
| Science | A systematic approach for seeking and organizing knowledge about the natural world. |
| Goals of science | Prediction and control |
| Natural Science | Empirical phenomena; Direct observation & measurement of phenomena or its permanent products |
| Types of natural science | Physics, chemistry, biology, behavior analysis |
| Social Science | Hypothetical constructs outside of the natural realm; Indirect observation & measurement |
| Types of social science | Psychology, sociology, political science |
| Philosophical assumptions | Determinism, empiricism, parsimony, philosophical doubt ,pragmatism, experimentation |
| Determinism | The universe is a lawful and orderly place. |
| Empiricism | Objective observation with thorough description and quantification of the phenomena of interest, behavior |
| Experimentation | Systematic manipulation of an independent variable . |
| Replication | Repeating any part of an experiment |
| Parsimony | Requires that all simple, logical explanations for the phenomena of interest be ruled out experimentally before more complex or abstract explanations are considered. |
| Philosophical Doubt | Continually question the truthfulness of what is regarded as fact. |
| Pragmatism | Assesses the truth of theories or beliefs in terms of the success of their practical application. |
| Behaviorism | The philosophy or world view underlying behavior analysis. Posits that behavior is the subject matter of our science. |
| Radical Behaviorism | B.F. Skinner’s philosophy of the science of human behavior. Most influential type of behaviorism for guiding the science and practice of behavior analysis. |
| Determinants of behavior | Causes of behavior; probabilistic |
| Selection | The process in which repeated cycles occur of variation, interaction with the environment,and differential replication as a function of the interaction. |
| Natural Selection | The environment selects which variations survive and are passed on. |
| Cultural Selection | Cultural practices evolve as they contribute to the success of the practicing group. |
| Temporal Contiguity | The nearness of events in time. |
| Contingency | A dependency between events. |
| Types of Contingencies | S-S contingencies (pairing) R-S contingencies S-R-S contingencies (or the 3-term contingency) |
| Basic Operations | Direct observation Repeated measures Graph data Manipulation Systematic evaluation Analysis and interpretation |
| Consequential Operation (+) | Contingently present a stimulus immediately after the response. |
| Consequential Operation (-) | Contingently remove a stimulus immediately after the response. |
| Learning | A relatively permanent change in behavior as a result of experience. |
Stupid Freaking Egyp
| Question | Answer |
|---|---|
| Two major things about Djoser | First pharaoh to be considered a god, also discovered stone |
| 3 Facts about Menes | First pharaoh, united upper and lower Egypt, and built a 49ft dam |
| Which pharaoh built the pyramid of giza? | Kufu |
| Progression of Pyramids order | Mastabas Step Bent Red Giza |
| What caused the old kingdom to fall | Famine drought and chaos |
| Which pharaoh in the Middle Kingdom wanted to secure borders and take gold from Nubia? | Sesotryss the 3rd |
| What caused the Middle Kingdom to fall? | Hyksos conquered Middle Kingdom |
| Who is thutmoses wife and why was she important? | Hapshepsut, she was the first female that was viewed as a pharaoh |
| What is cultural diffusion? | When one culture copies another |
| Which kingdom is considered the golden age in Egypt? | Middle Kingdom |
| What are the three theories of how It was built | Ramp Spiral Combination of the two |
| What is the current day country of Nubia | Sudan |
| What is the purpose of the book of the dead | to help them with their journey through the underworld |
| What is the Rosetta Stone | A stone that they found in Egypt. It had green and hieroglyphics. Before the stone we could not read hieroglyphics. |
| What was the scale weighing in the Underworld | With the maat feather |
| Who tried to erase hatshepsuts memory and why | Hetmose the third, her stepson. Hatshepsut took the throne because he was only 10. |
| YO IAN | KNOW THE MUMMICATION PROCESS YO |
| What caused the new kingdom to fall | Weak leadership Economic depression |
| Who led you through the Underworld | Anobis |
| What did they do to the organs | Put them in jars called cahopic |
| After they do everything in the Underworld who do they want to see | Osiris |
| YO IAN | KNOW THE MAP;) |
Stack #2646638
| Question | Answer |
|---|---|
| Invasive Plant | aplant that has an ability to thrive and spread aggressively outside its natural range |
| Adaptation | a characteristic that improves an indiviuals ability to survive and reproduce in a particular enviroment |
| Innate behaviors | is a behavior Inherited through genes and does not depend on the enviroment or experiance |
| Learned behavior | a behavior that has been learned from experiance or from observing other animals |
| Survival Behaviors | behaviors – an animal must do the following things to survive ( find food, marking terreatory ,Defensive action, courtship , attract mates, and parenting) |
| Seasonal Behaviors | Migration / Hebernation/ Estevation / Biological clock |
| Natural selection | is the process by whitch indivuals that are better adapted to their enviroment survie and reproduce more succsefully |
| Over production | More offspring are born than will live to become adults |
| Genetic Variation | WIthin population. Some of the different Charectoristics improve the chances that the indiviual will survive and reproduce |
| Struggle to survive | AN enviroment might not have enough food or water for every indiviual only some indiviuals survive and reproduce |
| Insectiicide resistants | Is also a form of natural selection .Insects that are resistant to a certin pesticide will survive and pass their resistant traits to their offspring |
| Exotic Species | Is a plant or animal that makes a home for itself in a new place outside its native home |
| Biodiversoty is important for……………………………… | The stability of the ecosystem |
| Geoloigc coloum | is a section of rock layers (fossils are preserved in sedimentary rock ) |
| Speciation | is the formation of new species as a result os change over time |
| Selective Breeding | Is the practice of breeding animals of plants that have certin desierd traits |
| Biodiversity | The number and variety of orgainisms in a given area. The most diverse biomes or habitats on earht are Tropical Rainforests |
| Changes over time | Ocuur through tha passing to traits from parents to their offspring |
| Generartion time | The time requiered for a generation of indivuals to be born, reach maturity and reproduce |
| BIOME | isa major region charecterized by the dominat forms of plant life and climate. |
leadership
| Question | Answer |
|---|---|
| leadership | influence/ inspire life of others |
| management | direct and are consered with logistic |
| supervision | oversea and inspect quality of work |
| christine sinclair | up lifting always positive she cares about others |
| trait | great leaders were born not made |
| personality | true colours represent personality types |
| behavior | people based/ task based |
| comprehensive | whos the leaders, whats the make up, whats the situation |
| Autocratic | one person goal |
| democratic | everyone has a say |
| laissez | laid back leader of the group |
| communication | have to make sure everyone gets a message has to keep everyone up to date |
| gold | organized/dependable |
| green | curious/problem solver |
| orange | active/ fun loving |
| blue | warm/ strive for harmony |
| task orentated | getting the task done |
| relationship | focus on peoples feelings |
| barriers to good communication | language defensiveness distance/environment info overload |
| directions | upward lower to higher downward higher to lower lateral among members |
| inter personal | conflict between 2 or more indivduals |
| intra personal | making a tough decison on your own |
| intra group | entire group is in a conflict |
| stress | group conflict emotions run high people get upset poor communication |
| one way | not a lot of feed back |
| two way | feed back from both ends |
11/2/17
| Term | Definition |
|---|---|
| keen | (adj) sharp or penetrating , acute |
| lurch | (v) an abrupt unsteady uncontrolled movement , stagger |
| moderate | (adj) average in amount , modest |
| murky | (adj) dark and dirty/not clean , muddy |
| remnant | (n) a small remaining quantity of something , remains |
| rigid | (adj) unable to bent or forced out of shape , firm |
| transmission | (n) a program or signal that is broadcast or sent out |
| tremble | (v) to shake involuntarily , shake |
| turbulence | (n) violent or unsteady movement , uproar |
| momentarily | (adv) for a very short time , briefly |
| abate | (v) to become less intense , reduce |
| altitude | (n) the height of an object or point above sea level , elevation |
| audible | (adj) able to be heard , hearable |
| desperation | (n) the state of despair , hopelessness |
| depress | (v) to press down , push |
| gratitude | (n) the quality of being thankful , thanks |
| grimace | (n) an ugly twisted expression on a person's face . scowl |
| horde | (n) a large group of people , crowd |
| interval | (adj) a pause or break in activity , delay |
| jolt | (v) push or shake abruptly and roughly , bump |