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Episode 1

Assessment FOR Learning,

Assessment AS Learning and

Assessment OF Learning:

How are they practiced?

(2)

Figure 1. Various Approaches to Assessment

My Map

Assessment

AS Learning

Assessment

OF Learning

Assessment

FOR Learning

Assessment

Read MY LEARNING ESSENTIALS.

1

Observe 2 classes, together with a partner, to see assessment practices with the help of an Observation Sheet.

2

Analyze my observation with the use of guide

questions.

3

Reflect on my observations and

analysis.

4

5

Answer the LET-like test items.

(3)

My Learning Activities

Indicators of Assessment For, Of and AS Learning

Resource Teacher: Mrs. Alma Mae Atay School: Medina Foundation College

Grade/Year Level: Grade XI HUMSS Subject Area: Reading and Writing Skills Date: February 3,2017

Assessment FOR Learning

Assessment AS

Learning

Assessment OF

Learning

A guessing

game was

introduced first.

This is to

practice active

auditory input.

A review

followed

covering the

past lesson and

to blend with

the lesson.

The lesson included a chronicle. To open the lesson in an easy way, students were asked if they have personal effects of such approach. If they have any, they should be aware of its importance Typically, the students were faced by a quiz to know if they learned.

OBSERVATION SHEET #1.1

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My Learning Activities

Indicators of Assessment For, Of and AS Learning

Resource Teacher: Mrs. Lonie Joy Badiang School: Medina Foundation College

Grade/Year Level: Grade XI ABM Subject Area: Pagbasa at Pagsusuri Tungo sa Pananaliksik Date: February 13,2017

Assessment FOR Learning

Assessment AS

Learning

Assessment OF

Learning

The teacher

delivered lesson

by inquiring

from her pupils

what they have

understand in

the notes that

they have write

earlier. The text

explains about a

situation of

Plagiarism. She

directly

emphasize the

importance of it.

She called

pupils to read

the dialogue

and later called

pupils to give

examples of

sentences.

The teacher

involved the

students’

reflection on the

situation. She

asked them

whether they

have been into

the situation of

copying others

work. The pupils

individually

response to the

teachers

questions.

A quiz always

popped out

every time the

lesson ends. The

teacher always

synchronize the

lesson in the

quiz. She even

motivates to

score high

because the

lesson is easy.

OBSERVATION SHEET #1.2

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My Analysis

1. Did you observe assessment practices for the three forms of assessment?

Yes, I did. I’ve seen the characteristics of every form; for example the assessment FOR, a review and quiz were given to make an indication of lesson. Reflection is also present as to prove the constancy of the learner’s point of view. There were sharing experiences to forum ideas and express them well and refined.

2. Are results of assessment OF learning affected by the observance/implementation of assessment FOR learning?

Yes. It is because the two assessment could be of the same in terms of knowing the teacher’s reliability and student’s flexibility. Self-assessment can provide the lines of which both teacher and pupils see themselves catered by their own analysis.

3. Based on your observations, to what extent is Assessment AS Learning (Self-assessment) practiced compared to Assessment FOR (formative) and OF Learning (Summative)?

In my own observation, Assessment AS Learning stretches a bit length compared to two assessments (formative and summative). Probably because AS assessment is less in usage when assessing the part of the teacher and pupils efficacy in seeing themselves in the assessment process but not on the weight to which each one can influence themselves (like when the teacher gives a quiz and results will credit or discredit the teacher in how well the lesson guided).

4. Which phrase refers to Assessment FOR Learning? Assessment OF Learning? Assessment AS Learning?

DepEd Order No.8, s. 2015 states: “Assessment is a process that is used to keep track of learners` progress in relation to learning standards… , to promote self-reflection and personal accountability among students about their own learning and provide bases for the profiling of students performance on the performance on the learning competencies and standards of the curriculum.”

In my own perspective, it talks about the three forms of assessment. The lessons taught by a teacher flows in the standards but about the profile of students being able to characterize deep knowledge in lessons (shown in every test and etc.) but on how they will

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range the assessment that clearly distinguish their abilities.

My Reflections

1. As a student, did you like assessment? Do students like assessment? Why or why not?

- As a student, Yes, I like assessment for the fact that this can measure my knowledge of what the teacher have discussed. Assessment does produce plain and abundant tools and tasks to which students are bit dried with simple evaluation and, in fact, they have untimely growth.

2. What can you do to eliminate students` fear of assessment? Can frequent formative assessment (Formative assessment) reduce if not eliminate fear of assessment

- Making assessment fair in the class erases fear from the students. Frequent formative assessment reduce somehow lower the fright of students in assessment. However, situations could prove the limit and ups and downs of assessment tools and tasks making it more agreeable that making every assessment equal in presentations.

3. Do you like the idea and practice of self-assessment (Assessment AS learning)? Why or Why not?

- The idea is good enough to be implied in the class. Self-assessment relieves the common setting of proffering the teaching and learning system. It also significantly alter a teacher’s prospect in his/her strategies allow the learners to play the role of being a lifetime seeker of knowledge to satisfy what is lacking in improving

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My Learning Portfolio

1. Distinguish assessment For, OF and AS learning by way of a graphic organizer.

2. Research on:

 3 innovative formative assessment activities and

techniques to add to the usual teacher questioning and observation techniques

1)Postcards From the Past

Have students adopt the personality of a historical figure and write a postcard to another historical figure from the same era, discussing a significant event that has just occurred.

2)Collage or Poster

Ask students to make a collage or poster from magazine photos for demonstrating understanding of a concept.

3)Journal

Students periodically record their thoughts and feelings about how they are progressing in the class. They can also share feelings about particular assignments or indicate areas in which they may be experiencing difficulties in the classroom, either with the material, the teacher, or their classmates.

 2 innovate summative assessment tools that measure higher-order thinking skills

End-of-unit or chapter tests

End-of-term or semester exams

FOR Learning: Reflective Formative OF Learning: Factual Summative Assessment AS Learning: Metacognitive Summative and Formative Assessment

Assessment

Date Signature of FS instructor over Printed Name

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Episode 2

Guiding Principles in the

Assessment of Learning

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Teacher: Mrs. Lonie Joy Badiang Teacher`s Signature: School: Medina Foundation College

Grade/Year Level: Grade XI ABM Subject Area: Plagiarism Date: February 13,2017

Which of the following principles were observed by the Resource Teacher?

Principle of Assessment

Observation

1. Make use of varied tools for assessment data gathering and multiple sources of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles.

Graphic Organizers

2. Learners must be given feedback about their performance. Feedback must be specific. “Good Work!” is a positive

feedback and is welcome but actually is not a very good feedback since it is “You observed rules on subject-verb agreement and variety of sentences. Three of your commas were

misplaced.”

In responding her questions.

3. Assessment should be on real-world application and not on out-of-context drills.

In dealing with accessories and how to care for them. Also, some values and ethics are underline to

make specification. 4. Emphasize on the

assessment of higher-order thinking.

Quizzes and inclusion of

critical thinking elements.

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5. Emphasize on self-

assessment. (Assessment as learning)

They actually meditate

their result and insist in

developing.

My Analysis

1. Which principles of assessment were observed to have been practiced?

- All of them were practice in the class. Tools and tasks were distributed for the pupils by the teacher and integrates learning efficacy in succeeding every tool or task and corresponding merits. Comments, not critics, are inculcated to the learners’ liability in performing either criteria or procedures. Ways or processes are activated to persuade pupils to apply their knowledge in real-life circumstances. And in the last part, even in least obvious sign, they like to reflect their findings.

2. Which principle/s was/were least observed/ not observed?

- Self-assessment appears to have a less show in

learning. Just with 4 principles the class could create the desired result in standard learning. This little appearance does not meant that self-assessment contains whole assessment elaborates in tremendous habit of profiling pupils in standard by seeing what they have made.

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We assess what we value and value what we assess. What should I do to make assessment worthwhile?

The best thing to do is to unify all the concepts of

assessment and then frequently practice them as if

to slowly apply it in appropriately. To make

assessment worthwhile goes in a simple

time-interval and effort, not mentioning a quick boost

from the learners, and present with the system that

a teacher can genuinely use. In teacher’s part,

whatever the pupil’s will come up with have been

assessed, should not neglect their efforts for such a

crucial part of their life as learners.

My Learning Portfolio

1. Assessment should be on real-world application and not on out-of-context drill. Research GRASP of G. Wiggins and Jay McTigche. Construct a real-world performance assessment task.

2. Here is an intended learning outcomes: the student must be able to apply the basic assessment principles in the teaching-learning process.” Assess the attainment of that object

learning outcome by way of 2 multiple choice text items.

3. Research on how to assess higher-orderly thinking skills. Give 2 examples of test items that measure applying and analyzing.

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Using Different

Assessment Methods,

Tools and Task

My Learning Activities

Learning in the Psychomotor Domain, Procedural Knowledge, Product and Performance

Resource Teacher: Alma Mae Badiang School: Medina Foundation

College

Grade/Year level: Grade XI HUMSS Subject Area: Reading and Writing

Skills Date:

Paper-and-pencil Tests

Please put a check ( ) on the test which the teacher used and give at least 2 test items as examples. You may ask for samples of pasts tests that your Resource Teacher used in the past to complete your matrix. Select-response

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1. Alternate-response 2. Matching type 3. Multiple choice 4. others Constructed-Response type 1. Completion 2. Short answer type 3. Problem solving 4. Essay A) Restricted B) Non-Restricted 5. Others

OBSERVATION SHEET– Authentic Assessment Practices Learning in the Psychomotor Domain, Procedural

Knowledge, Products and Performance

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

Authentic

Assessment

Describe how a

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1.Product Quizzes- every quiz checked and collected

and the teacher examines the scores and fondly asked why aome of them have small scores. She, then, sees to it that next time they would study and learn well.

Assignments- they are collected and Mrs.

Guillano will check them together with the pupils.

Projects- scores and percentages are given

according to its effort, impression and satisfaction.

Essay Writing- papers are evaluated and if

time is enough, the teacher would allow them to read their writings.

2.Performance

(Psychomotor) Oral Participation- students’ perception are express in their response to the question and Mrs. Guillano would nod and praise the answer.

Reading Activities- dialogs for example are

common. There might be two persons as the characters and three pupils will fill in to speak as to each one’s assigned character. They will be guided by the teacher as to how to speak properly.

My Analysis

1. In what subjects was traditional assessment method used most?

- I`ve observed that the subject “Pagbasa at Pagsusuri Tungo sa Pananaliksik” used the traditional assessment method because they still used the black board and the teachers let them research

in the library instead of surfing in the internet.

-2. Which among the traditional assessment tools/test was/were used most often?

- All except alternate-response type. The teacher prefers clarity on paper prior to that kind of subject which requires

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-3. In what subjects was authentic assessment method used most?

- The subject Reading and Writing Skills used the authentic

assessment method because the teacher used projector to teach her student their lesson.

4. Which products or performance were assessed? Give examples

-

Speech activities, projects and group activities.

5. What assessment tools and tasks were used to assess learning in the cognitive domain, and declarative knowledge?

- For the cognitive domain teacher decides whether a paper-and-pencil test or simply collect information through observation. Declarative knowledge is fundamental to one’s ability to solve intellectual problems, so the assessment: ‘pure recall’ of specific

isolated pieces of knowledge such as facts, definitions, terminologies, concepts, etc.

6. What assessment tools and tasks were used to assess the learning of psy6hcomotor skills/procedural knowledge?

- These tasks are available to be access in assessing procedural knowledge: make predictions, estimations, or hypotheses and design ways to test them, reflect on their learning to evaluate

evidence for concepts and offer alternative ideas.

-7. Was there assessment of learning in the affective domain? Explain your answer.

- There always be an assessment for affective domain. Though, it is as not visible as to other assessment approach of a teacher to

his/her pupils to affirm the assessment for affective part.

-8. To which multiple intelligence did the assessment tools and tasks respond? Come up with a Table of the intelligence which were given attention and the corresponding assessment tasks used.

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Musical-rhythmic and harmonic Visual-spatial Verbal-linguistic Logical-mathematical Bodily-kinesthetic Interpersonal Intrapersonal Naturalistic Existential

- Sing a rap or song that explains about Global Warming

- Chart, map, cluster, or graph of any geographical features

- Use storytelling to explain the origin of the world

- Give measurements on solid objects.

- Bring hands-on materials to demonstrate rhythmic motions - Participate in a service project to expand awareness

- Write a journal entry on your travels or a diary noting the happenings of your life

- Describe changes in the local or global environment as part of civilization and technology

- Know yourself and your feasible contribution to the world

My Reflection

What happens when your assessment method and tool do not match with your domain of learning?

- The domain of learning is awful when the assessment

method so match it because tools and methods should combine or synchronize so that the assessment will lead to somewhere. What to assess will remain questioned because there’s no apparent relation of methods and tools. Worse than all, the learners, which are the dedicatee, will not be able to digest the assessment cycle due to irregularities. Have we been fair to learners whom we learned are equipped with multiple intelligences when in the past we only used paper-pencil test was most fit only for the linguistically intelligent learners?

- Yes, because Multiple Intelligence presents learners equally with respect to in-born talents and gifts. The truth is before institutions are superficial to their belief and practice of

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paper-and-pencil test that is advantageous to linguistically intellect/s. The things accomplished by today’s learning is a face of a new millennium of scholars. This time, those who are good more than paper-and-pencil test are given the equal treatment that said to score high integrity in development.

My Learning Portfolio

1. Refer to the K to 12 Curriculum Guide. Select at least one

competency for each domain of learning and give an appropriate assessment tool/task.

Domains of Learning (Bloom, Kendall and Marzano) Competency Assessment Tool/Task 1. Cognitive/Declarative Knowledge/Process -Role in improving the ability to make decisions.

Give explanation of the changes in community.

2. Psychomotor/Motor skills

- Develop the skills and talents to the maximum. To demonstrate skills in making a project. 3. Affective - Trend of interest and subsequent career choice or education; which will also give color to his personality type.

Comprehend on the system that can be a reliance of being

2. Give the 9 Multiple of Intelligence (MI) cited by Gardner. Give

at least 1 example of assessment tool/task to assess this

particular intended learning outcome. “to explain the meaning

of Pygmalion effect”

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Picture smart - Create a slide show, videotape, or photo album Nature smart - Create observation notebooks of the plants. Body smart - Make task or puzzle cards of images.

Music smart - Give a presentation with appropriate musical

accompaniment.

Self smart - Set and pursue a goal to be a civilized individual. People smart - Intentionally use social skills to learn about the

problems in the community.

Spirit smart - Understand the importance of existence of living

matters.

3.

Research on 2 assessment tools/tasks for learning in

the affective domain. Present them here. Cite your

references.

Self-Report. This is the most common measurement tool in

the affective domain. It essentially requires an individual to

provide an account of his attitude or feelings toward a concept

or idea or people. Self-reports are also sometimes called

"written reflections". In using this measurement tool, teacher

requires the student to write his/her thoughts on a subject

matter, like, "Why I like or dislike Mathematics". The teacher

ensures that the students write something which would

demonstrate the various levels of the taxonomy (from receiving

up to characterization)

Rating Scale. This is a set of categories designed to elicit

information about a quantitative attribute in social science.

Common examples are the Likert scale and 1-10 rating scales

for which a person selects the number which is considered to

reflect the perceived quality of product. The basic feature of

any rating scale is that it consists of a number of categories.

These are usually assigned integers.

http://logcero.blogspot.com/2014/01/assessment-tools-in-affective-domain.

(20)

Episode 4

Assessing Learning in

Different Levels

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My Learning Activities

OBSERVATION SHEET #3.1 – Levels of Learning

Outcomes

Resource Teacher: Alma Mae Atay School: Medina Foundation College

Grade/Year Level: Grade XI HUMSS Subject Area: Reading and writing Skills Date: February 3, 2017

Learning

Outcome –

Cognitive

(Bloom)

Learning

Outcome/Lesso

n Objective

from Teacher’s

Lesson Plan

Assessment

Task (Evaluation

from Teacher’s

Lesson Plan.

Is the level

of

assessment

aligned to

the level of

the

objective?

1.

Remembering

To know the

proper way of

summarization.

Use the proper

way of

summarizing.

YES

2.

Comprehending

To distinguish the

parts of

summarization.

Write check if the

paragraph state

proper way of

summarizing

3. Applying

To append the

proper way of

summarization.

Summarize the

paragraph below.

4. Analyzing

To compare two

paragraphs that

has the proper

way of

summarization.

5. Evaluating

To analyze

specific

descriptions of

Can be a diamond

be colored the

same as gold.

(22)

any objects.

6. Creating

Create a sentence

describing a

person or thing.

Describe your

friend or

seatmate.

Kendall’s and Marzano’s New Taxonomy

Level of Learning

Outcome

Resource Teacher’s

Learning Outcome

Lesson Objective

Resource Teacher’s

Assessment Task

1. Retrieval – recalling,

recognizing To recognize objects by describing.

Two persons are compared.

2. Comprehension To construct sentences

using adjectives. Construct 5 sentences with adjectives. 3. Analysis To emphasize adjectives fit

in an object. Two objects are describe. 4. Knowledge utilization

( investigating,

experimenting, problem solving, decision-making

The pupils are to reflect in their findings their performance and encourage to put more effort. 5. Self-system The pupils are inquired whether they like to use

adjectives in their daily conversations.

My Analysis

1. What is the counterpart of Bloom`s recalling in Kendall`s and Marzano`s and DepEd`s KPUP?

- The counterpart of Bloom’s recalling is retrieval for Kendall’s and Marzano’s and knowledge and process for DepEd’s KPUP.

2. Are the levels of learning or processing of what is learned

in Bloom’s, Kendall’s and Marzano’s similar or entirely

different? Diagram.

Bloom’s Taxonomy 1. Remembering 2. Understanding 3. Applying 4. Analyzing 5. Evaluating 6. Creating

Kendall’s and Marzano’s 1. Retrieval 2. Comprehension 3. Analysis 4. Knowledge 5. Metacognitive System

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- The truth is they have the same elements: What is to be learned? How to learn? Why is there a need to be leaned? Every subject matter possessed the same. To be precise, Kendall’s and Marzano’s taxonomy is a new face of the same taxonomy genuinely woven by some individuals. 3. What did you discover about assessment tasks and learning outcomes? Are they aligned? Explain.

- Sometimes they align, sometimes they don’t. Some tasks have differently learned by pupils. This scenario commonly appears in subjects, with tools/tasks that are experienced by the learners yet, since they have varied expectations and interpretations, it always end differently.

4. Students study based on how they are treated. To avoid

“teaching-to-the-text” (teaching something because it will be tested or covered in the text) or superficial factual learning testing, what levels of knowledge processing of knowledge should teachers use more?

- I think the level that should be focus by the teacher to evade the “teaching-to-the text” concept is the

performance part. In this way, the wholesome worry of the pupils in maintaining strengths in memorizing will be dispose. And in some manner, it resolves the

problem of pupils in showing or elaborating their abilities.

My Reflections

Perhaps even without a scientific survey, you agree that most of the assessments that take place to school are in the low levels of

recalling, knowledge retrieval. What can be some resources behind this?

The lessons are sometimes easy in its manner of understanding which is only teachers no longer needed to administer recalling or knowledge retrieval. In welcoming

(24)

the new lesson and the gradual yet radical expectations of a teacher to her pupils to know, the teacher rarely set the class for some remembering because the day’s lesson is new and if there’s anything to include (old lessons) that will sure to occur somewhere around the new lesson.

We measure what we value and value what we measure. Then we have to assess what we value and value what we assess. What is one big message of Bloom’s revised cognitive taxonomy. Kendall’s and Marzano’s new taxonomy of objectives to teachers regarding the assessment process?

The one big message of all types of taxonomy in teaching process is: The widening of Knowledge in equal response to their learning. What have been disregarded in old ways of institutional progress is the qualities that have been possessed by the learners with respect to their

differentiated intelligence. Now that there are new revisions in the knowledge processing, every consideration of the learners’ uniqueness are represented.

My Learning Portfolio

1. Illustrate

a.) Kendall’s and Marzano’s new taxonomy and b.) Bloom’s revised taxonomy

- by giving examples of assessment tasks for competency lifted form K to 12 Curriculum Guide.

(25)

K to 12 Curriculum

Guide

1. Remembering Tells that ART is all around and is created by different people

Allow the learners to observe the surroundings.

2. Understanding Observes and sees the details in a person’s face/body, in a view, to be able to show its shape and texture

Describe a a person by means of seeing prominent features.

3. Applying Identifies different lines, shapes, texture used by artists in

drawing

Scan objects in terms of lines, shapes and texture.

4. Analyzing Uses different drawing tools or materials - pencil, crayons, piece of charcoal, a stick on different papers, sinamay, leaves, tree bark, and other local materials to create his drawing

Sketch or draw an object.

5. Evaluating Experiments with natural objects (banana stalks, gabi stalks, etc.) by dabbing dyes or paints on the surface and presses this on paper or cloth, sinamay and any other

Grab a banana and use the peeled skin to make an alternative brush.

6. Creating Creates a drawing to express one’s ideas about oneself, one’s family , home and school

Draw an illustration as to commemorate one of your precious moments in life.

2. Select an appropriate competency from K to 12 Curriculum Guide and construct a performance assessment task following GRASPS of Wiggins and McTighe.

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Episode 5

Table of Specification (TOS)

Content Validity and

Outcome Based Education (OBE)

My Analysis

1. For a TOS to ensure test content validity, what parts must

it have?

- TOS must have parts as the following: are

designed based on the list of course objectives,

the topics covered in class, the amount of time

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spent on those topics, textbook chapter topics,

and the emphasis and space provided in the text.

2. Among the TOS that you researched on, which is a better

TOS? Why?

- Determine the coverage of the exam is one I

found to be a better one. Mostly in specifying the

learning, it has something to do with has been

discussed and surfaced in the test paper. In this

method, every piece of details of what is learned

will surely be remembered and applied.

3. Can a teacher have a test with content validity even

without making a TOS?

- Yes, perhaps the reason behind this is the TOS is

a guide and this guide can be made by the

teacher in no time in completing the examination.

In some other consideration, the TOS should be

made a basis in adequate response to the

completion of a good questionnaire.

4. Explain why the use of a TOS enhances that content

validity?

- TOS enhances content validity because all

students’ can connect themselves in answering

an exam. TOS is a manual that is more enhanced

and solid compare to a direct selection of topics

and merging them to the tests without further

comprehension of what will result

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My Reflections

Read this conversation and reflect on teachers’ assessment practices. Write your reflections here.

Did you have a similar experience? Reflect on it.

Yes, I`ve experienced many times. When I was in my 2nd

year college 2nd semester, it was our final exam in Social

Science 4 and as I have remember our instructor gave us 15 pages of fact sheets to be studied. I was much pressured. Unfortunately, most of the lessons that was included in the exams are those content that He didn`t discussed

thoroughly.

As a consequence of that experience, I now realize that every detail of the lesson are important and you should study it too or even read it for you to remember it when it will be in the exam.

My Learning Portfolio

Give an example of TOS that reflects level of learning either by Bloom or by Kendall and Marzano.

Which TOS is better? Why?

“But we only talked about Puerto Princesa for – like 2 seconds last week. Why would she put that on the exam?”

You know how teachers are… they’re always trying to trick you.”

Yes, they find the most nit-picky little details to put on their tests and don’t even care of the information is important.”

“It’s just not fair. I studied everything we discussed to class about the Philippines and the things she made a big deal about, like comparing the Philippines

And to think all the asked was What’s the capital of Singapore? Really? Grrrr.”

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- It would be topics covered in class. Objectives present

specifications for a lot of the information to be composed. Any educational project looking for to bring about

changes in learners is duty-bound to collect information about the level to which such changes have occurred. A learning object is any reusable media that address a specific objective or objectives, or, work plans, and that can be reused within a variety of learning contexts to provide the learner with an educational experience.

Portfolio

In

(30)

Juefessa June M.

Borling

Submitted to:

Ms. Elenry

Duhaylungsod

References

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