scholarly journals Dynamic changes in reinforcer effectiveness: Satiation and habituation have different implications for theory and practice

2004 ◽  
Vol 27 (2) ◽  
pp. 171-188 ◽  
Author(s):  
Frances K. McSweeney
Keyword(s):  
Theory And Practice ◽  
Dynamic Changes ◽  
Reinforcer Effectiveness

scholarly journals DYNAMIC CHANGES IN REINFORCER EFFECTIVENESS: THEORETICAL, METHODOLOGICAL, AND PRACTICAL IMPLICATIONS FOR APPLIED RESEARCH

2003 ◽  
Vol 36 (4) ◽  
pp. 421-438 ◽  
Author(s):  
Eric S. Murphy ◽  
Frances K. McSweeney ◽  
Richard G. Smith ◽  
Jennifer J. McComas
Keyword(s):  
Applied Research ◽  
Dynamic Changes ◽  
Practical Implications ◽  
Reinforcer Effectiveness

scholarly journals Polskie muzea w czasie pandemii COVID-19: działalność online i (nie)stosowanie Rapid Response Collecting

2021 ◽  
Vol 12 (2) ◽  
pp. 405-415
Author(s):  
Michalina Petelska
Keyword(s):  
English Language ◽  
Museum Studies ◽  
Rapid Response ◽  
Theory And Practice ◽  
Dynamic Changes ◽  
Online Activity ◽  
Social Protests ◽  
The World ◽  
The Usa ◽  
The Subject

Polish museums during the COVID-19 pandemic: Online activity and (non)application of Rapid Response Collecting The subject of this article is Rapid Response Collecting (RRC) as one of the ways in which museums can operate in exceptional situations. Between 2020 and 2021, in Poland and all over the world, curators resorted to RRC in order to document – in live dialogue with society – the pandemic and social protests. The subject of RRC is barely present in the subject literature. This article gathers English-language scholarly literature from the USA and various European countries, and it analyzes cases of applying RRC in Polish museums during the COVID-19 epidemic. From the pandemic’s first weeks, numerous journalistic pieces (and sometime scholarly ones too) – about online activities of museums and other institutions have been published. Internet activities are seen as the first, most obvious, and even universal “cure” for all the difficulties of times of plague. The aim of this article is to present another way in which museums can react to dynamic changes in the surrounding world. In this article, RRC is also presented in the context of transformations taking place in the theory and practice of museum studies in the last few decades. The application of RRC is part of museum activity implemented according to the latest international definitions of a museum, both those in operation and those recommended.

Ultrastructural Cytopiasmic Changes of Adrenal Cortex During Pregnancy

1969 ◽  
Vol 27 ◽  
pp. 298-299
Author(s):  
T. M. Murad ◽  
Karen Israel ◽  
Jack C. Geer
Keyword(s):  
Adrenal Gland ◽  
Steroid Hormones ◽  
Adrenal Cortex ◽  
Lipid Droplets ◽  
Plasma Cholesterol ◽  
Adrenal Steroids ◽  
Dynamic Changes ◽  
Cortical Cells ◽  
Acetyl Coenzyme A ◽  
Adrenal Cortical Cells

Adrenal steroids are normally synthesized from acetyl coenzyme A via cholesterol. Cholesterol is also shown to enter the adrenal gland and to be localized in the lipid droplets of the adrenal cortical cells. Both pregnenolone and progesterone act as intermediates in the conversion of cholesterol into steroid hormones. During pregnancy an increased level of plasma cholesterol is known to be associated with an increase of the adrenal corticoid and progesterone. The present study is designed to demonstrate whether the adrenal cortical cells show any dynamic changes during pregnancy.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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