SGarza.Feb5th History

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Merriam-Webster defines epigenetics as "relating to, being, or involving changes in gene function that do not involve changes in DNA sequence." Deanna H.
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relating to, being, or involving changes in gene function that do not involve changes in DNA sequence -Deanna H.
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'''Epigenetics:'''
Merriam-Webster defines epigenetics as "relating to, being, or involving changes in gene function that do not involve changes in DNA sequence." Deanna H.
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'''Maturing:''' is a growth situated between learning and maturation, both at the opposite ends of a continuum of maturing process (65). Andrea P.
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"'Assimilation'": "the learner merely accumulates knowledge, storing it by means of cognitive or affective structures already developed" (67). Nick M.


'''competent'''
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'''Assimilation:''' "the learner merely accumulates knowledge, storing it by means of cognitive or affective structures already developed" (67). Nick M.


'''Competent:'''
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'''Adaptability''': considered to be "more basic than the ability to follow a given format"; it "includes the skills of recognizing what particular format is required, intuiting the requirements of an unfamiliar format, and finding or creating the proper space within any format to allow for the unique shape of the subject at hand'' (83). Nicholas S.

"'Assimilation'": "the learner merely accumulates knowledge, storing it by means of cognitive or affective structures already developed" (67). Nick M.


'''competent'''
competent is defined as having the necessary skills, ability, or knowledge to successfully complete a task. Haswell uses "competent" writers in his study (73).
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'''Pure Learning:''' is change, independent of age and dependent on environment, toward values set by human culture. Learning standards are therefore highly manipulable, as abstract or removed from the inner life of a student as the instructor wishes to make them. Mary G.

'''Pure Maturation:''' "inner human change, dependent on age an independent of environment" (66). Haswell differentiates between pure learning/maturation, though they are related as he also writes: "developmentalists call any behavioral change that is slow and spontaneous ''maturation'', and any change that is rapid and formal ''learning''" (67). Cris R.
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'''Generative learning''' or '''Accommodation''': Haswell prefers ''generative learning'' based on Chomsky's notion of ''generative'' power in which command of a limited number of "deep linguistic structures" give speakers the power to generate unlimited other forms of expression. ''Accommodation'' as defined by Piaget describes the qualitative change in cognitive structures. Matt M.
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'''Adaptability''': considered to be "more basic than the ability to follow a given format"; it "includes the skills of recognizing what particular format is required, intuiting the requirements of an unfamiliar format, and finding or creating the proper space within any format to allow for the unique shape of the subject at hand'' (83). Nicholas S.

"'Assimilation'": "the learner merely accumulates knowledge, storing it by means of cognitive or affective structures already developed" (67). Nick M.

'''Generative learning''' or '''Accommodation''': Haswell prefers ''generative learning'' based on Chomsky's notion of ''generative'' power in which command of a limited number of "deep linguistic structures" give speakers the power to generate unlimited other forms of expression. ''Accommodation'' as defined by Piaget describes the qualitative change in cognitive structures. Matt M.

'''competent'''
competent is defined as having the necessary skills, ability, or knowledge to successfully complete a task. Haswell uses "competent" writers in his study (73).
to:
'''Pure Learning:''' is change, independent of age and dependent on environment, toward values set by human culture. Learning standards are therefore highly manipulable, as abstract or removed from the inner life of a student as the instructor wishes to make them. Mary G.

'''Pure Maturation:''' "inner human change, dependent on age an independent
of environment" (66). Haswell differentiates between pure learning/maturation, though they are related as he also writes: "developmentalists call any behavioral change that is slow and spontaneous ''maturation'', and any change that is rapid and formal ''learning''" (67). Cris R.




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'''competent'''
competent is defined as having the necessary skills, ability, or knowledge to successfully complete a task. Haswell uses "competent" writers in his study (73).
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'''Generative learning''' or '''Accommodation''': Haswell prefers ''generative learning'' based on Chomsky's notion of ''generative'' power in which command of a limited number of "deep linguistic structures" give speakers the power to generate unlimited other forms of expression. ''Accommodation'' as defined by Piaget describes the qualitative change in cognitive structures. Matt M.
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"'Assimilation'": "the learner merely accumulates knowledge, storing it by means of cognitive or affective structures already developed" (67). Nick M.
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'''Adaptability''': considered to be "more basic than the ability to follow a given format"; it "includes the skills of recognizing what particular format is required, intuiting the requirements of an unfamiliar format, and finding or creating the proper space within any format to allow for the unique shape of the subject at hand'' (83). Nicholas S.
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'''Identification:'''Haswell uses "formative tale of identification," which is based off of Freudian theory, as a "radically interpretive one, in which the self sees the world in terms of its own growth" (104). Haswell continues discussing that the process of identification is slow, but gradually emergency will be met with emergence--"a rising up of old knowledge in the form of old identities assuming the form of new identifications" (104). Natalie C
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'''Flow:''' "which strives for rapidity of production, must take special pains with cohesive flow, which helps readers follow shifts in thought"(Haswell 81). Tabitha P.
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'''Maturing:''' a kind of growth situation roughly between two other kinds. Haswell focuses on developmentalists' concepts of "learning" and "maturation." Heloosely explains that developmentalists call "any behavioral change that is slow and spontaneous ''maturation'', and any change that is rapid and formal ''learning''" (67). Natalie C.
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'''Maturing:''' a kind of growth situation roughly between two other kinds. Haswell focuses on developmentalists' concepts of "learning" and "maturation." Heloosely explains that developmentalists call "any behavioral change that is slow and spontaneous ''maturation'', and any change that is rapid and formal ''learning''" (67). Natalie C.
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One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.,:
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One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.
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'''Concision:'''
(81) Concision, or brevity, is the art and practice of using no more words than necessary to convey an idea. It aims to improve the effectiveness of communication by eliminating redundancy without omitting important information. Concision has been described as one of the elementary principles of writing We get our word concise or "To the Point." Haswell also states that syntactic series and tacit coherence developed to...save space. THIS is in MATURING; ''' I GUESS I AM NOT, I DID NOT PRACTICE CONCISION IN MY DEFINITION!!''' Although in olde English Paul in the KJV warns of a cutting off; a false circumcision. beware of the CONCISION. For we are the circumcision, which worship God in the spirit, and rejoice in Christ Jesus, and have no confidence in the flesh. ( Philippians 3:1-3 ) Michael J. H.
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'''Pure Learning''':'''is change, independent of age and dependent on environment, toward values set by human culture. Learning standards are therefore highly manipulable, as abstract or removed from the inner life of a student as the instructor wishes to make them. Mary G.

'''''Pure Maturation'''" : "inner human change, dependent on age an independent of environment" (66). Haswell differentiates between pure learning/maturation, though they are related as he also writes: "developmentalists call any behavioral change that is slow and spontaneous ''maturation'', and any change that is rapid and formal ''learning''" (67). Cris R.

'''Concision'''
(81) Concision, or brevity, is the art and practice of using no more words than necessary to convey an idea. It aims to improve the effectiveness of communication by eliminating redundancy without omitting important information. Concision has been described as one of the elementary principles of writing We get our word concise or "To the Point." Haswell also states that syntactic series and tacit coherence developed to...save space. THIS is in MATURING; ''' I GUESS I AM NOT, I DID NOT PRACTICE CONCISION IN MY DEFINITION!!''' Although in olde English Paul in the KJV warns of a cutting off; a false circumcision. beware of the CONCISION. For we are the circumcision, which worship God in the spirit, and rejoice in Christ Jesus, and have no confidence in the flesh. ( Philippians 3:1-3 ) Michael J. H.
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'''Pure Learning:''' is change, independent of age and dependent on environment, toward values set by human culture. Learning standards are therefore highly manipulable, as abstract or removed from the inner life of a student as the instructor wishes to make them. Mary G.

'''Pure Maturation:''' "inner human change, dependent on age an independent of environment" (66). Haswell differentiates between pure learning/maturation, though they are related as he also writes: "developmentalists call any behavioral change that is slow and spontaneous ''maturation'', and any change that is rapid and formal ''learning''" (67). Cris R.


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'''Concision'''
(81) Concision, or brevity, is the art and practice of using no more words than necessary to convey an idea. It aims to improve the effectiveness of communication by eliminating redundancy without omitting important information. Concision has been described as one of the elementary principles of writing We get our word concise or "To the Point." Haswell also states that syntactic series and tacit coherence developed to...save space. THIS is in MATURING; ''' I GUESS I AM NOT, I DID NOT PRACTICE CONCISION IN MY DEFINITION!!''' Although in olde English Paul in the KJV warns of a cutting off; a false circumcision. beware of the CONCISION. For we are the circumcision, which worship God in the spirit, and rejoice in Christ Jesus, and have no confidence in the flesh. ( Philippians 3:1-3 ) Michael J. H.
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''Pure Maturation" : "inner human change, dependent on age an independent of environment" (66). Haswell differentiates between pure learning/maturation, though they are related as he also writes: "developmentalists call any behavioral change that is slow and spontaneous ''maturation'', and any change that is rapid and formal ''learning''" (67). Cris R.
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'''''Pure Maturation'''" : "inner human change, dependent on age an independent of environment" (66). Haswell differentiates between pure learning/maturation, though they are related as he also writes: "developmentalists call any behavioral change that is slow and spontaneous ''maturation'', and any change that is rapid and formal ''learning''" (67). Cris R.
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''
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''Pure Maturation" : "inner human change, dependent on age an independent of environment" (66). Haswell differentiates between pure learning/maturation, though they are related as he also writes: "developmentalists call any behavioral change that is slow and spontaneous ''maturation'', and any change that is rapid and formal ''learning''" (67). Cris R.
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One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.,
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One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.,:
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One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.:
'''
''!!
'''Pure Learning''':'''is change, independent of age and dependent on environment, toward values set by human culture. Learning standards are therefore highly manipulable, as abstract or removed from the inner life of a student as the instructor wishes to make them. Mary G.
to:
One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.,
'''Pure Learning''':'''is change, independent of age and dependent on environment, toward values set by human culture. Learning standards are therefore highly manipulable, as abstract or removed from the inner life of a student as the instructor wishes to make them. Mary G.
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One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.;
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One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.:
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One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.
to:
One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.;
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''!! Pure Learning:'''is change, independent of age and dependent on environment, toward values set by human culture. Learning standards are therefore highly manipulable, as abstract or removed from the inner life of a student as the instructor wishes to make them. Mary G.
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''!! '''Pure Learning''':'''is change, independent of age and dependent on environment, toward values set by human culture. Learning standards are therefore highly manipulable, as abstract or removed from the inner life of a student as the instructor wishes to make them. Mary G.
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!! Pure Learning:'''is change, independent of age and dependent on environment, toward values set by human culture. Learning standards are therefore highly manipulable, as abstract or removed from the inner life of a student as the instructor wishes to make them. Mary G.
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''!! Pure Learning:'''is change, independent of age and dependent on environment, toward values set by human culture. Learning standards are therefore highly manipulable, as abstract or removed from the inner life of a student as the instructor wishes to make them. Mary G.

''
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'''
!! Pure Learning:'''is change, independent of age and dependent on environment, toward values set by human culture. Learning standards are therefore highly manipulable, as abstract or removed from the inner life of a student as the instructor wishes to make them. Mary G.
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[[http://falcon.tamucc.edu/wiki/SGarza/Home|Home]] | [[http://falcon.tamucc.edu/wiki/SGarza/ENGL5360Sp14|5360]] | [[http://falcon.tamucc.edu/wiki/SGarza/ENGL5360Sp14Schedule|Schedule]] | [[http://falcon.tamucc.edu/wiki/SGarza/ENGL5360DefinitionsAndPracticalApplications|Definitions And Practical Applications]]
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[[http://falcon.tamucc.edu/wiki/SGarza/Home|Home]] | [[http://falcon.tamucc.edu/wiki/SGarza/ENGL5360Sp14|5360]] | [[http://falcon.tamucc.edu/wiki/SGarza/ENGL5360Sp14Schedule|Schedule]] | [[http://falcon.tamucc.edu/wiki/SGarza/ENGL5360DefinitionsAndPracticalApplications|Definitions And Practical Applications Page]] | [[http://falcon.tamucc.edu/wiki/SGarza/ENGL4360DefinitionsSp14|Definitions]] | [[http://falcon.tamucc.edu/wiki/SGarza/ENGL4360PracticalSp14| Practical Applications]]
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One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.
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One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.


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[[http://falcon.tamucc.edu/wiki/SGarza/Home|Home]] | [[http://falcon.tamucc.edu/wiki/SGarza/ENGL5360Sp14|5360]] | [[http://falcon.tamucc.edu/wiki/SGarza/ENGL5360Sp14Schedule|Schedule]] | [[http://falcon.tamucc.edu/wiki/SGarza/ENGL5360DefinitionsAndPracticalApplications|Definitions And Practical Applications]]
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*'''Fixation''': One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.
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'''Fixation:'''
One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.
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*'''Fixation''': One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself."
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*'''Fixation''': One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself." -Kerri L.
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*'''Fixation''': One of the problems with the formative theories because of its anti-developmental nature; Haswell defines it as "the human tendency to stick at an immature point in development because it is safe and easy" (109). In Freudian terms, it refers to "a defense mechanism arising from anxieties associated with the fear of change itself."