The contribution of technology is that it makes possible projects that are both very difficult and very engaging.
Technology tools can contribute greatly to the enrichment of students’ learning in projects. This chapter selects e-tools that have special potential for helping students to learn, think, and collaborate more skillfully in the enriched format. It also provides an introduction to the technology standards before moving on to a series of design questions that guide the selection of appropriate e-tools for each of the three phases of learning in an enriched learning project. Keep the template My Notes for a Project Plan (page 34) handy as you read this chapter.
“Listen to this,” Tom Wright announced, and immediately began to read aloud an article from the morning paper. The other teachers in the faculty room had no choice but to hear his booming voice. “It’s from a MacArthur Foundation report. ‘Results from the most extensive U.S. study on teens and their use of digital media show that America’s youth are developing important social and technical skills online—often in ways adults do not understand or value. It might surprise parents to learn that it is not a waste of time for their teens to hang out online,’ said Mizuko Ito, University of California, Irvine, researcher and the report’s lead author. ‘There are myths about kids spending time online—that it is dangerous or making them lazy. But we found that spending time online is essential for young people to pick up the social and technical skills they need to be competent citizens in the digital age.’”
W pewnym momencie musimy rozszerzy Rails poprzez instalacj oprogramowania innych producentw, aby wykonywa zadania, do ktrych Rails nie zostao zaprojektowane. Mona to zrobi na kilka sposobw. Najczciej wykorzystywanymi do tego celu narzdziami s RubyGems i wtyczki Rails (ang. plug-ins, mona nazywa je take wstawkami lub dodatkami).
System zarzdzania pakietami RubyGems nie naley do Rails, jest standardowym mechanizmem zarzdzania i dystrybuowania pakietw Ruby lub gemw. Wiele z nich zostao zaprojektowanych specjalnie z myl o Rails. Aby uy jakiego gema w aplikacji Rails, trzeba doczy go za pomoc dyrektywy include lub require. Zazwyczaj dodawane s one za pomoc dyrektywy require w plikach environment.rb lub application.rb:
Od wersji 0.14 Rails posiada wasne narzdzie dystrybucji oprogramowania noszce nazw wtyczek.
Wtyczka skada si z zestawu plikw i folderw penicych okrelon rol administracyjn lub uytkow. Najwaniejszym jej plikiem jest prawdopodobnie init.rb, ktry aplikacja Rails wczytuje podczas uruchamiania. Plik ten jest te czsto wykorzystywany do doczania dodatkowego kodu wymaganego przez wtyczk. Wikszo wstawek zawiera te folder lib, ktry jest automatycznie dodawany do $LOAD_PATH aplikacji.
Mercedes Campi, Adrián Besuschio, Luis Oswald, Isabel Sharpin de Basili, and Rubén M. Basili
In 1998 Dr Basili proposed to open a “Fairbairn Space” in the APA. Dr Fainstein, the APA president at that time, and other officers asked us, “Why teach Fairbairn?” “How would you do it?” “Why Fairbairn again in the APA?” “Why a Fairbairn Space?”
Our comments on these questions form the objectives of the present chapter, which reports the results of fourteen years of arduous labour.
Why teach Fairbairn? How would you do it?
Pichon-Rivière, one of the pioneers of the APA, brought Fairbairn to Argentina and Latin America. Pichon-Rivière, a continuer of object relations theory and exponent of the psychoanalysis of the link, considered that each subject has multiple internal link structures that come into play specifically in interactions. He also underscored the importance of relations with external objects. He developed the notion of the internal group that constantly interrelates with the external world. He spoke of link models: a good link originated in gratifying experiences and a bad link as the product of frustrating experiences. He highlighted the internalisation of the environment in which the subject's life develops, and the importance of the social environment for the constitution and support of identity.
Int'l Conf. Bioinformatics and Computational Biology | BIOCOMP'13 |
Visualization of organs electromagnetic field
Dr. Boucherit Taieb,
Privet Laboratory Boucherit, Oran, Algeria.
07, kaddour sid ahmed street, delmonte, Oran, Algeria
Sponsored by Dr.Abdelmalek Boudiaf, Prefect of Oran town, Algeria
Abstract –The MMR System or “masse micro reconstruction” is a discovery that allows us to reproduce any organ from the capture of its energy, reproduction is the compiles copy of the organ by composite materials with a very high precision since it reproduce the organ in its ultra-cellular exactness details.
The taken images of the composite materials are «Data
Bank», since these images we can visualize the electromagnetic field of the organ associating the computer competition.
It's discoveries that allow us to visualize the electromagnetic field of organ through images. Classically it’s impossible to see or visualize an electromagnetic field but it detected through specific equipment. With MMR system we can see an electromagnetic field as well as the broadcasting of electromagnetic wave and their period which actually unrealizable through technical means.
If gold represents the vision, then platinum represents the implementation.
—DOUGLAS B. REEVES
While helping schools and districts master the SMART goals process, we discovered that we needed to provide assistance way beyond training and coaching. Districts need support to help them situate SMART-goal writing and its use within the larger context of their work. Goals themselves don’t drive improvement; they must be aligned to the school improvement process, curriculum, instruction, assessment practices, mandates, and professional development. In order for goals to gain enough traction to have an impact, there must be a system that keeps us continuously focused on them. Indeed, unless we’re seeing short-term gains and increasing clarity regarding how we can work smarter, we soon become discouraged and move off course. It takes discipline at the beginning of new learning to stick to the methodology to gain momentum. This not only produces results but also increases our energy and excitement to see just how successful we can be.