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photonstream

optical fiber end cap - 0 views

www.photonstream.com/...end-cap-fiber

optical fiber end cap

shared by photonstream on 05 Nov 24 - No Cached
  • photonstream on 05 Nov 24
     
    End Cap Fiber Fiber end cap is a small piece of coreless quartz, which was spliced to the fiber tip to reduce the light intensity at the air-to-glass interface. We provide high-performance optical fiber end cap wholesale at good prices. Additionally there is another design to fuse the graded-index (GRIN) fiber to the single mode fiber to obtain the collimated or focused light in the probe application.
bluectex

BLACKOUT CURTAIN FABRIC - 0 views

www.bluectex.com/...blackout-curtain-fabric

BLACKOUT CURTAIN FABRIC

shared by bluectex on 25 Jun 24 - No Cached
  • bluectex on 25 Jun 24
     
    BLACKOUT CURTAIN FABRIC Blackout curtain is a kind of shading cloth, in short, it is used to block sunlight and sunshine. Blackout curtain is a functional auxiliary fabric, usually together with other fabrics, used to cover objects to avoid contact with strong light. It has the effect of blocking strong light and ultraviolet rays.
bosenbio

vitamin a powder - 0 views

www.bosenbio.com/...-a-dry-powder-cas-68-26-8.html

vitamin a powder

shared by bosenbio on 26 Jun 24 - No Cached
  • bosenbio on 26 Jun 24
     
    Vitamin A acetate dry powder is a light yellow fine spherical powder with good fluidity, containing 325000 units of vitamin A acetate per gram. The double encapsulation technology adopted and produced in the GMP standard 100000 purification workshop greatly reduces the sensitivity to oxygen, heat, light and humidity. It can be rapidly and completely dispersed in cold water, fruit juice, milk and other liquids, and can remain stable for a relatively long time.
bosenbio

vitamin k supplement - 0 views

www.bosenbio.com/...vitamin-k1-cas-84-80-0.html

vitamin k supplement

shared by bosenbio on 26 Jun 24 - No Cached
  • bosenbio on 26 Jun 24
     
    Vitamin K can be divided into two categories, one is fat-soluble vitamins, namely vitamin K1 extracted from green plants (such as alfalfa, spinach and other green leafy plants, etc.) and vitamin K2 extracted from microorganisms, human intestinal bacteria (such as Escherichia coli) can also synthesize vitamin K2. Vitamin K1 is a yellow oily substance and K2 is a light yellow crystal. Both have heat resistance, but are easily damaged by ultraviolet radiation, so they should be stored away from light. The other type is water-soluble vitamins, which are artificially synthesized, namely vitamin K3 and K4. The most important are vitamins K1 and K2.
photonstream

Lensed Fiber in High Power Laser Research - 1 views

www.photonstream.com/high-power-optical-fiber.html

shared by photonstream on 10 Dec 24 - No Cached
  • photonstream on 10 Dec 24
     
    Efficiently Couple and Deliver Laser Light to the Target Lensed fibers are used in high power laser research to efficiently couple and deliver laser light to the target. The lensed end of the fiber ensures precise focusing and collimation of the laser beam, minimizing losses and maximizing power transmission. Lensed fibers enable the delivery of high power laser beams to specific locations, allowing for precise targeting and manipulation of the laser energy.
miboxer

driver led cob - 1 views

miboxer.com/...cob-white-strip-light-10m-roll

driver led cob

shared by miboxer on 18 Apr 25 - No Cached
  • miboxer on 18 Apr 25
     
    * Safety voltage DC24V * High CRI * Best ability for heat dissipation and low luminous decay * Support creating shape and tailorable strip light
miboxer

led linear driver - 1 views

miboxer.com/...18w-rgbcct-led-linear-light

led linear driver

shared by miboxer on 18 Apr 25 - No Cached
  • miboxer on 18 Apr 25
     
    * Anti-UV PC material integrated injection (Anti-UV grade: f2) * Compatible with Mi-Light / MiBoxer 2.4GHz series remote * Control Distance: 30m * 16 Millions of colors to choose * Brightness and color temperature adjustable For more information about led linear driver, please feel free to contact us!
hanway2022

168 led bulb - 1 views

www.h-waylight.com/...t10-led-bulb

168 led bulb

shared by hanway2022 on 10 Mar 25 - No Cached
  • hanway2022 on 10 Mar 25
     
    It has a wider range of illumination, making the lighting has more brightness and very stable car light.
studyaids

Dissertation Concept, Design, Development, Applications and Future of Cloud Based Manuf... - 1 views

Manufacturing challenges today are certainly more complex than what they were in prior times. We find ourselves as cogs of a fast moving world, connected to each other. Additionally, a booming and ...

education Cloud Computing IT Dissertations

started by studyaids on 28 May 16 no follow-up yet
joinincampus

Why should i choose any consultant for study abroad? - 0 views

joinincampus.blogspot.in/...study-overseas-consultant.html

Study overseas consultant Higher

shared by joinincampus on 03 Jun 16 - No Cached
  • joinincampus on 03 Jun 16
     
    Give us a chance to toss some light on why choose a study overseas consultant and what advantages do we get by counseling to them and also in addition to giving guidance and overall data information with studying abroad.
puzznbuzzus

Some Interesting Health Facts You Must Know. - 0 views

1. When you are looking at someone you love, your pupils dilate, and they do the same when you are looking at someone you hate. 2. The human head is one-quarter of our total length at birth but on...

health quiz facts

started by puzznbuzzus on 15 Feb 17 no follow-up yet
Martin Burrett

Succeeding With Science - 0 views

www.succeedingwithscience.com

science resources electricity environment light

shared by Martin Burrett on 08 May 12 - Cached
  • Martin Burrett on 08 May 12
     
    A great site with some lovely flash based, age specific games and resource for topics across the science curriculum. http://ictmagic.wikispaces.com/Science
Amazing Dumbbells

Best Adjustable Dumbbells Reviews and Buying Guide 2015 - 0 views

dumbbellsreviews.com

education web2.0 technology tools resources learning teaching collaboration science video

shared by Amazing Dumbbells on 30 Aug 15 - No Cached
  • Amazing Dumbbells on 30 Aug 15
     
    With the turn of this century the whole concept of fitness has changed. People have become more concerned about their health and are looking at fitness in a whole new light. Regular exercises and good eating habits are the key to achieve it and people are realizing that.
Paul Welsh

Author Nicholas Carr: The Web Shatters Focus, Rewires Brains | Magazine - 16 views

www.wired.com/...1

eschool brain multitasking education technology

shared by Paul Welsh on 04 Jul 10 - Cached
  • Dozens of studies by psychologists, neurobiologists, and educators point to the same conclusion: When we go online, we enter an environment that promotes cursory reading, hurried and distracted thinking, and superficial learning. Even as the Internet grants us easy access to vast amounts of information, it is turning us into shallower thinkers, literally changing the structure of our brain.
  • What we’re experiencing is, in a metaphorical sense, a reversal of the early trajectory of civilization: We are evolving from cultivators of personal knowledge into hunters and gatherers in the electronic data forest. In the process, we seem fated to sacrifice much of what makes our minds so interesting.
    • Paul Welsh
      Paul Welsh on 15 Aug 10
       
      In light of these studies, learners could benefit from a "concentration protocol" for isolating the passage from the edge distractions and at least temporarily turning off notifications
mbarek Akaddar

Splashtop OS beta - 13 views

os.splashtop.com

beta splashtop web2.0

shared by mbarek Akaddar on 09 Dec 10 - No Cached
  • Follow us on Introducing Splashtop OS beta – the fastest way to the Web ! DownloadSplashtop OS beta Version 0.9.0.8 Installs via Windows (size: 2MB) Supports multiple models* and languages See Supported Devices    1 2 For years Splashtop has been the leader in instant-on computing, powering notebooks and netbooks from leading PC makers around the world. Now for the first time, anyone can upgrade a Splashtop-based system* to this all-new, super-streamlined browser-based OS designed to get you on the Web in seconds.
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
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  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
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  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
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