teach meisos process to students?
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In biology is the process that allows one diploid cell to divide in a special way to generate haploid cells in eukaryotes. The word "meiosis" comes from the Greek meioun, meaning "to make smaller," since it results in a reduction in chromosome number.\n\nMeiosis is essential for sexual reproduction. It therefore occurs in most eukaryotes, including single-celled organisms. A few eukaryotes, notably the Bdelloid rotifers, have lost the ability to carry out meiosis and acquired the ability to reproduce by parthenogenesis. Meiosis does not occur in archaea or prokaryotes, which reproduce by asexual cell division processes.\n\nDuring meiosis, the genome of a diploid germ cell, which is composed of long segments of DNA called chromosomes, undergoes DNA replication followed by two rounds of division, resulting in haploid cells called gametes. Each gamete contains one complete set of chromosomes, or half of the genetic content of the original cell. These resultant haploid cells can fuse with other haploid cells of the opposite gender or mating type during fertilization to create a new diploid cell, or zygote. Thus, the division mechanism of meiosis is a reciprocal process to the joining of two genomes that occurs at fertilization. Because the chromosomes of each parent undergo genetic recombination during meiosis, each gamete, and thus each zygote, will have a unique genetic blueprint encoded in its DNA. In other words, meiosis is the process that produces genetic variation.\n\nBiochemically, meiosis uses some of the same mechanisms employed during mitosis to accomplish the redistribution of chromosomes. There are several features unique to meiosis, most importantly the pairing and recombination between homologous chromosomes, which enable them to separate from each other.
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Ok, they have an institue for learing MS project? What is the question?
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Check with your district and your state for training modules. No district in-service for SPED teachers...shame on them! LOL.  Also, browse this site:\n\nhttp://www.isle-dso.eu.dodea.edu/et/sms/index.htm\n\nThis is your software manufacturer -- ask your district if they can set up a training with them:\n\nhttp://www.horizonss.com/\n\nGood luck!
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You can find a downloadable tutorial at\nhttp://uml.tutorials.trireme.com/
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MAke your subject as graphic as possible...with diagrams, films,whatever...then involve them in answering questions...tell them to ask whatever that comes to their mind even in allied fields...tell them to be fearless in asking as well as answering...if they had all the answers they wouldnt be students...
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Title Talk: Prereading that focuses on the title of a literary text gets students thinking about the text to come. Such thinking teaches them how to generate ideas, make connections and predictions. Here is a recent example form an initial discussion of Lord of the Flies. \n\nUse Visual Aids to Improve Instruction: I copy most of the different Tools for Thought onto transparencies. Depending on the activity, I project the organizer onto the whiteboard or the overhead screen. Here you see it projected onto the whiteboard so I can model for them how to fill in the outline. I used the graphic organizer to take notes for what we were doing that day; then had my Reading Workshop students do the same so they could improve their notetaking skills. \n\nInvolve the Students in the Assessment Process: My students and I created this rubric through collaboration. They came in with their papers (Weekly Paper assignment) then got into groups. They were supposed to read through and identify the important areas of a good paper and the criteria for each category. I used the board to take notes on what they said and provide structure to the discussion. I then used these notes to create the rubric we used for the Weekly Paper. \nClassroom Connection: I am often asked what my classroom computer set up is. This is what it looks like. It is an iMac DVD edition with a T-1 Internet line and supporting connection to the overhead monitor. This meets most of our needs. Students can, for example, do work elsewhere and send it to the class computer (room82@englishcompanion.com) to print or present.\nUse the Board: Though it will not make much sense here, I wanted to include this example of my use of the board. We were discussing how one chapter in a book can build on or be related to the previous one and/or those which came before it. The image here is one I draw as I talked; thus I used the board to support/narrate what I was saying. The arrows are meant to show how themes (e.g., change) run throughout the stories we were reading. "Kim," "Ana," and "Wendell" refer to (and the boxes represent) different stories/chapters in the book Seedfolks. When the next class comes in, I erase this and start over. I find it does not work to refer to it as a static drawing/diagram in subsequent periods. Also, the act of drawing it makes the teaching more active and makes my thinking more visible. \n\nUse Multiple Means to Deliver Instruction: In the picture below I am using the overhead to model how to do an assignment in my reading workshop. I photocopied the assignment to a transparency and modeled how to do the assignment. Then I had them try one. We discussed what they came up with, critiqued their responses, then continued for independent practice while I moved around to support them. So students have information to help them on this assignment on the whiteboard, on the overhead, on their handouts, and through my voice. This is not what we do every day. I only use so many modalities when teaching something specific which they need to process by multiple means if they are to learn it. \n\nUse Reciprocal Teaching: These students in my freshman honors English class work together (as everyone else in class is doing) to read, discuss, and make notes using a graphic organizer designed to help them learn who all the characters are. The novel Jasmine, which we read as part of their integrated world cultures course (taught by the Social Studies teacher), has many characters, jumps in time, and shifts in location. I used reciprocal teaching here to allow students to get a solid understanding who is who and how the text works before moving ahead in the text. Setting up a good foundation early on prevents confusion and problems later.\n\nUse Student Exemplars; In my freshman honors English class we have worked hard to learn how to read more closely. Each Friday I give them a poem (click here to see an example of one of the weekly poem assignments,
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I try to have my student teachers use exploratorium with their students.  Check the link below.\n\n-college science methods teacher trainer
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http://www.umsystem.edu/ums/news/releases/news05051801.shtml
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Go from the general to the specific.  On the first day explain what's involved in Botany.  Maybe you can have some plants that catch their attention and how the plants may affect the 5 senses(many plants are medicinal, some just decorative). Ask them if they have ever planted or helped to plant something in their garden or at school and let the students know that they have already behaved just like botanists(explain what it is...vocabulary!). Invite them to be better botanist by planting or cleaning something that very first day, and/or have them learn something that day that they can share at home.\n\nGood Luck
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Get them to write some how-to papers on things that interest them. You'll get authentic responses, engaged learners, and a necessity to focus on details. For a twist, have one student write a how-to and another follow their directions precisely; see if they missed steps, etc. Can lead to some funny discussions, and real-world experience with need for detail.\n\nSome topic ideas:\n\n- How to make the ultimate burger/pizza/dessert\n- How to annoy your parents\n- How to get even with your siblings\n- How to get your parents to say yes\n- How to buy cool clothes on a tight budget\n- How to find out if a girl/guy likes you\n- How to get a date\n- How to have the best date ever\n- How to fix a mistake
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I wish there was a book.  I've found the best way is to simply talk to other teachers.  Borrow their ideas and shape them into what will work for you and your class.  It seems like at most staff developments the best you can hope to come away with is a few good ideas.
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There is no training material available per se given that every implementation is different.  Typically companies have their own.  If you want to look at generic functionality, take a look at SAP's web sites (sap.com, help.sap.com, etc...).
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Try here and see what they have.  Should be some examples or links to some procedural stuff.\n\nhttp://www.cpaclass.com/
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try google. Or talk to your teachr. Or look at these websites-
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see here http://www.people.vcu.edu/~mikuleck/courses/ch4/sld029.htm
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You could use a clock to help your students understand. Show them that you swim a quarter mile every fifteen minutes. It might help. I do know it helped me understand.\n\nAll the best and HAPPY TEACHING c",)
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Take a look at this  www.classco.com/excieo/news/PEIPSM031009.PDF