Web cookies (also called HTTP cookies, browser cookies, or simply cookies) are small pieces of data that websites store on your device (computer, phone, etc.) through your web browser. They are used to remember information about you and your interactions with the site.
Purpose of Cookies:
Session Management:
Keeping you logged in
Remembering items in a shopping cart
Saving language or theme preferences
Personalization:
Tailoring content or ads based on your previous activity
Tracking & Analytics:
Monitoring browsing behavior for analytics or marketing purposes
Types of Cookies:
Session Cookies:
Temporary; deleted when you close your browser
Used for things like keeping you logged in during a single session
Persistent Cookies:
Stored on your device until they expire or are manually deleted
Used for remembering login credentials, settings, etc.
First-Party Cookies:
Set by the website you're visiting directly
Third-Party Cookies:
Set by other domains (usually advertisers) embedded in the website
Commonly used for tracking across multiple sites
Authentication cookies are a special type of web cookie used to identify and verify a user after they log in to a website or web application.
What They Do:
Once you log in to a site, the server creates an authentication cookie and sends it to your browser. This cookie:
Proves to the website that you're logged in
Prevents you from having to log in again on every page you visit
Can persist across sessions if you select "Remember me"
What's Inside an Authentication Cookie?
Typically, it contains:
A unique session ID (not your actual password)
Optional metadata (e.g., expiration time, security flags)
Analytics cookies are cookies used to collect data about how visitors interact with a website. Their primary purpose is to help website owners understand and improve user experience by analyzing things like:
How users navigate the site
Which pages are most/least visited
How long users stay on each page
What device, browser, or location the user is from
What They Track:
Some examples of data analytics cookies may collect:
Page views and time spent on pages
Click paths (how users move from page to page)
Bounce rate (users who leave without interacting)
User demographics (location, language, device)
Referring websites (how users arrived at the site)
Here’s how you can disable cookies in common browsers:
1. Google Chrome
Open Chrome and click the three vertical dots in the top-right corner.
Go to Settings > Privacy and security > Cookies and other site data.
Choose your preferred option:
Block all cookies (not recommended, can break most websites).
Block third-party cookies (can block ads and tracking cookies).
2. Mozilla Firefox
Open Firefox and click the three horizontal lines in the top-right corner.
Go to Settings > Privacy & Security.
Under the Enhanced Tracking Protection section, choose Strict to block most cookies or Custom to manually choose which cookies to block.
3. Safari
Open Safari and click Safari in the top-left corner of the screen.
Go to Preferences > Privacy.
Check Block all cookies to stop all cookies, or select options to block third-party cookies.
4. Microsoft Edge
Open Edge and click the three horizontal dots in the top-right corner.
Go to Settings > Privacy, search, and services > Cookies and site permissions.
Select your cookie settings from there, including blocking all cookies or blocking third-party cookies.
5. On Mobile (iOS/Android)
For Safari on iOS: Go to Settings > Safari > Privacy & Security > Block All Cookies.
For Chrome on Android: Open the app, tap the three dots, go to Settings > Privacy and security > Cookies.
Be Aware:
Disabling cookies can make your online experience more difficult. Some websites may not load properly, or you may be logged out frequently. Also, certain features may not work as expected.
Develop your professional network in Positive Behavioral Interventions and Supports (PBIS). Enhance your capacity to work smarter and more effectively in implementing the PBIS framework. Join us for this exciting regional opportunity for PBIS leaders and implementers in the Northeast.
Featured Keynotes:
Tim Lewis, Ph.D.,
University of Missouri Maintaining SWPBS Momentum: 25 Years of Lessons Learned
Catherine Holahan, J.D.,
EducationCounsel Research to Practice to Policy: Creating Learning Environments that Foster Student Development and Success
George Sugai, Ph.D.,
University of Connecticut Practice and Systems Alignment: Straightening and Shortening the Line between Decisions and Student Outcomes
We are paperless this year!
Please check here to download the conference app
(passphrase: nepbis).
Dr. Lisa Sanetti in the Department of Educational Psychology within the Neag School of Education gave a CSCH Live Talk on “Teacher Wellbeing: Secure Your Own Oxygen Mask First Before Attending.”
For more information about CSCH live talks, please click here.
Early-career researcher panel and poster session featuring student research
Panelists: Dr. Amy Briesch (Northeasten University), Dr. Yan Wei (Southern Connecticut State University), and Dr. Joshua Wilson (University of Delaware)
Drs. Lisa Sanetti, Bianca Montrosse-Moorehead, and Alicia Dugan shared their slides for our Breakfast Brown Bag (B3) Series “Using Implementation Science to Improve Research and Practice in K-12 Schools.” Please see the files below.
The Center for Behavioral Education and Research (CBER) in the Neag School of Education at the University of Connecticut is hosting its 8th Graduate Research Symposium, an annual student-led conference, on May 10, 2017. This is a great opportunity for you to present your own research posters to a large number of people! Please go to the link below and submit your proposal by Monday, April 16, 2018.
If your poster is selected, we ask that you set it up by 8:00 a.m. on the day of the event.
If you have any questions, please feel free to contact CBER Graduate Assistant Hao-Jan Luh at hao-jan.luh@uconn.edu. We look forward to receiving your proposal!
Alicia Dugan
Department of Occupational & Environmental Medicine at UConn Health
A panel discussion exploring implementation science concepts, frameworks, and methodologies and how they are relevant to improving translation of evidence-based practice to K-12 schools
Please add the event to your calendar: http://events.uconn.edu/view/download?series=58061&day=2018-04-09
Develop your professional network in Positive Behavioral Interventions and Supports (PBIS). Enhance your capacity to work smarter and more effectively in implementing the PBIS framework. Join us for this exciting regional opportunity for PBIS leaders and implementers in the Northeast.
Project CALI (Content-Area Literacy Instruction) is a Goal 2 development grant funded by the U.S. Department of Education, Institute of Education Sciences.
The purpose of Project CALI is to develop a middle school co-teaching professional development program that improves collaboration between general (content-area) and special education teachers and, ultimately, reading skills and content-area knowledge of students with disabilities. Over the course of three years, the Project CALI team has observed what was happening in middle school co-taught content area classes, developed methods to improve literacy instruction in those classes, and is now testing to see whether the developed Project CALI methods are effective in improving student literacy outcomes in those classes.
The Project CALI framework consists of several strategies, including:
Text Selection guidelines
World Knowledge (background knowledge)
Word Knowledge (vocabulary instruction)
Getting the Gist (a powerful, evidence-based summarization strategy)
Student Support (individualized support for students with disabilities and those with typical achievement).
Dr. Devin Kearns, co-Principal Investigator, uses Lightboard technology to record professional development videos.
Marney Pollack, lead project coordinator and instructional coach presents a scaffolded reading comprehension strategy to co-teachers.
In addition, Project CALI provides teachers with instructional techniques to support student literacy. These include teaching methods that support learning, strategies for maximizing co-teaching, and tips for creating and maintaining a positive classroom environment. Teachers implement these strategies with Helper Support, or assistance from a trained instructional coach.
Project CALI training includes evidence-based professional development, which consists of videos explaining content developed by experts in the field, interactive activities to process content and check for understanding, and teacher and student materials. It also includes ongoing technical assistance. A ‘CALI Helper’, or instructional coach, provides systematic support for all participating teachers as they plan for CALI lessons, implement CALI lessons, and reflect with co-teachers to enhance future lessons.
Cheryl Lyon, project coordinator and instructional coach reflects with a participating co-teacher following implementation of a CALI lesson.
Principal Investigators include Dr. Devin Kearns (Assistant Professor of Special Education and CBER Research Scientist at the University of Connecticut), Dr. Jade Wexler (Associate Professor of Special Education at the University of Maryland), and Dr. Chris Lemons (Associate Professor of Special Education at Vanderbilt University). Additional project staff at UConn include Marney Pollack and CherylLyon (project coordinators), Amanda Waltman and Michael Li (student research assistants), and HannaMarchini (graphic designer).