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Educ
MA'AM AILA
| Question | Answer |
|---|---|
| Creation of zygote | Germinal phase |
| New cell which result from the transmission of the genetic materials 24 to 23 hours after fertilization | Zygote |
| Begins with the fertilization of females ovum by a male person | Reproduction |
| It is when a mature egg is released from the ovary | Ovulation |
| Takes place when the union of the genetic materials in the ovum and sperm cells | Fertilization |
| Occurs very rapidly in yhe first few days and progress with considerable speed | Cell division |
| Continues as the inner and out layers of the organism are formed | Cell differentiation |
| Inner layer of cells which develop into the embryo | Blastocyst |
| Outer layer of cells that provided nutrition and support for the embryo | Trophoblast |
| Starts on the 6th to 7th day when the blastocyst starts to attach itself to the uterine wall | Implantation |
| Genetic traits that are controlled by more than 1 gene | Polygenic inheritance |
| Second phase of human development | Embryonic Phase |
| The mass of cells | Embryo |
| Outermost layer of cells that will develop into the surface body parts | Ectoderm |
| The middle layer that will develop into the body parts surrounding the internal areas | Mesoderm |
| The inner layer of cells that will develop into the epithelium | Endoderm |
| A disk shaped mass of tissues in which small blood vessels from the mother intertwined | Placenta |
| Contains two arteries and one vein that connects the embryo to the placenta | Umbilical cord |
| A bag of water that contains clear fluid where embryo floats | Amnion |
| Process of organ formation and the appearance of body organs during first 2 | Organogenesis |
| Phase that covers 7 months that last from the 3rd to 9th month of pregnancy on the average | Fetal Phase |
| An active process of acquiring and retaining knowledge so it can be applied in the future situations. | Learning |
| A physical or mental condition that limits a person's movements, senses, or activities | Disability |
| a group neurological disorder/condition that results from the problem of storing, processing and producing information.. | Learning Disability |
| A language-based learning disability | Dyslexia |
| core difficulty is with word recognition and reading fluency, spelling, and writing. | Dyslexia |
| is a learning disability that affects writing abilities. | Dysgraphia |
| difficulties with spelling, poor handwriting, and trouble putting thoughts on paper. | Dysgraphia |
| term referring to a wide range of lifelong learning disabilities involving math and numbers.. | Dyscalculia |
| refers to a hindered ability to make sense of information taken in through the eyes. | Visual processing disorder |
| The ability to differentiate objects based on their individual characteristics | Visual discrimination |
| The ability to identify or recognize a symbol or object when the entire object is not visible | Visual closure |
| The ability to consistently recognize letters, numbers, symbols, words, or pictures | Object recognition |
| difficulties with motor coordination; fine motor skills | Dyspraxia |
| a disorder where the information is taken in through the ears but is not accurately processed by the brain (the brain does not process what is actually heard/said) | Central Auditory Processing Disorde |
| Difficulty in using words; problems between storage in the brain and retrieval from the brain when words are required | Dysnomia |
| difficulties with concentration and focus; impulsivity | Attention Deficit Hyperactivity Disorder: |
| is a neurological syndrome consisting of specific ASSETS AND deficits. | Non verbal learning disability |
| Having extraordinary intellectual ability and creativity | Gifted |
| Having exceptional skills and ability in a specific area such us art, music, science and language | Talented |
| They are conforming, eager for the approval of others, and perfectionistic. | The successful gifted |
| They lack autonomy and assertiveness and avoid taking risks | The successful gifted |
| These students are highly creative but frustrated, bored, questioning, and sometimes rebellious. | The challenging gifted |
| These students deny their abilities in order to fit in. They may be insecure, shy, and quiet, avoid taking risks, and resist challenges. Many are never identified as gifted | The underground gifted |
| These students are resentful and angry because they feel that the system has failed to meet their needs. They are often perceived as “rebellious loners” and can be disruptive or with drawn | The dropout gifted |
| These students are gifted but also have a physical or sensory disability or a learning difficulty. | The double labeled gifted |
| These students are confident, independent, and self-directed. They are intrinsically motivated and willing to take risks | The autonomous gifted |
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user-1969616