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Vahid Masrour

Trailmeme - 22 views

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    a different approach to social bookmarks. allows to link a sequence of sites for future reference (or students to go follow a "trail")
rainbowtraining1

Oracle Fusion Finance Functional Online Training - 0 views

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    Rainbow Training Institute is a leading training institute offering job oriented Oracle Fusion Finance Functional Online Training with experiance faculty with online support on Oracle Fusion Finance Functional Online Training in Hyderabad, Pune, Chennai, Mumbai, Bangalore. ORACLE FUSION PROCUREMENT COURSE CONTENT: FUNCTIONAL SETUP MANAGER OVERVIEW Getting Started in Oracle Fusion Applications Overview of Oracle Fusion Functional Setup Manager Overview of the Functional Setup Manager Implementation Overview Browsing and Configuring Offerings DEFINE COMMON APPLICATIONS CONFIGURATION Defining Enterprise Structures Configuring Enterprise Structures Overview Defining Geographies Defining Legal Jurisdictions and Authorities Managing Legal Entities Managing Legal Reporting Units Managing Business Units ORACLE FUSION GENERAL LEDGER Defining Chart of Accounts Defining Segment Values Assigning Segment Attributes Validation and Value Sets Assigning Segment Labels Creating Chart of Accounts Structure Chart of Account Instance Create Account Hierarchies Maintain Segment Value Attributes Deploy Flex fields Enabling Account Combinations Manage Segment Value Attributes Defining Segment Value Security Rules Creating Calendar Creating Currency Sharing Ledger Components Across Oracle Applications Accounting Configuration Prerequisites Building the Chart of Accounts Structure Create Account Hierarchies Maintain Segment Value Attributes Deploy Flex fields Enabling Account Combinations Manage Segment Value Attributes Defining Segment Value Security Rules Define Cross Validation Rules Define Data Access Set Define Currencies Define Rate types Import Daily Rates Define Primary Ledger Define Reporting Currencies Reporting Currencies Conversion Levels Define Secondary Ledgers Secondary Ledgers Conversion Levels Secondary Ledgers Mapping Define Secondary to Reporting Currencies Reporting Currencies Conversion Levels Balance Cubes Overview Define Budget Over view of Intercompany Ove
Nigel Coutts

Taking time to design programmes for understanding - The Learner's Way - 3 views

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    Identifying what our children need to learn is one of the most important processes within education. For the teacher this is the question they engage with as they design their teaching and learning units. By no means is this an easy task and the teacher must balance multiple factors to ensure that the programmes they design provide their students with the learning they require. Even the most effective sequence of lessons is of little value if what it sets out to teach has little importance in the lives our learners are likely to lead. 
hanbio

artificial gene synthesis - 0 views

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    Gene synthesis does not require a template and involves amplifying DNA fragments in vitro using overlapping short primers, which range in length from 100bp to 10kb. This method is suitable for obtaining various target genes that are difficult to access, non-natural sequences, amino acid mutations, or rare codon substitutions, allowing for the fastest acquisition of the desired sequence with 100% accuracy.
Nigel Coutts

Google Reader, Skeumorphism, Games, Apps and Schools - 40 views

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    A discussion of issues facing education as a result of fast change. What should we include in our ICT Scope and Sequences?
Tero Toivanen

The corridor of uncertainty: Why aren't open educational resources being used? - 33 views

  • the main reasons behind the reluctance to use OER are the following:
  • Tradition. My course, my class, my classroom, my way. Teachers are proudly independent and proud of their courses and teaching methods.
  • Concern about openness. Many are worried about digital rights and have been brought up to believe that you must protect your own work from theft.
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  • Lack of official approval. Even if many teachers are highly self-sufficient there is still a great respect for authorities.
  • Open Access would not have become accepted without an EU directive.
  • Trust. Linked to all the above but many teachers are uneasy about the trustworthiness of material found on the net. There's a perception that anything that's free on the net can't be very valuable and that printed material with a price tag is automatically more credible. We need quality assurance and some kind of faculty peer review to build trust.
  • Comfort: Textbooks are designed a certain way to offer a bundle of curriculum bliss, topped with slides and quizzes. OER need to be found, sequenced, and often require to fill in the gaps. That's scary work for some faculty.
  • 1. Help each other to find what we believe is good OER in "our" subject areas.2. Create a system and agree on how to (meta)tag OER we found in a similar way (with subject area, level, learning outcomes, language,type of media etc.) and make everyone use this. 3. Make it possible for users (teachers & students) to evaluate(rate)and review OER in a similar way that we today rate books,hotels ( like at Amazone.com, Hotels.com etc). 4. Create a way to show all this in one place on Internet
Martin Burrett

MathsPad - 0 views

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    A great maths site with flash resources, online tests and worksheets on a range of maths topics to print or use on your whiteboard. http://ictmagic.wikispaces.com/Maths
Martin Burrett

Who wants to be a Mathonaire? - 0 views

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    This is a beautifully made 'Who wants to be a Millionaire?' maths game with 5 levels of difficulty to choose from. http://ictmagic.wikispaces.com/Maths
Carlos Quintero

Is Google Making Us Stupid? - 0 views

  • pleads
  • weirdly poignant
  • lengthy
  • ...39 more annotations...
  • strolling
  • wayward
  • struggle.
  • godsend
  • Research
  • telltale
  • Unlike footnotes, to which they’re sometimes likened, hyperlinks don’t merely point to related works; they propel you toward them
  • Marshall McLuhan
  • altogether
  • It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.
  • We are not only what we read
  • We are how we read.
  • above
  • When we read online, she says, we tend to become “mere decoders of information.” Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.
  • etched
  • We have to teach our minds how to translate the symbolic characters we see into the language we understand. And the media or other technologies we use in learning and practicing the craft of reading play an important part in shaping the neural circuits inside our brains
  • readers of ideograms, such as the Chinese, develop a mental circuitry for reading that is very different from the circuitry found in those of us whose written language employs an alphabet.
  • subtler
  • You are right,” Nietzsche replied, “our writing equipment takes part in the forming of our thoughts.” Under the sway of the machine, writes the German media scholar Friedrich A. Kittler, Nietzsche’s prose “changed from arguments to aphorisms, from thoughts to puns, from rhetoric to telegram style.”
  • James Olds, a professor of neuroscience who directs the Krasnow Institute for Advanced Study at George Mason University, says that even the adult mind “is very plastic.
  • “intellectual technologies”—the tools that extend our mental rather than our physical capacities—we inevitably begin to take on the qualities of those technologies
  • “disassociated time from human events and helped create the belief in an independent world of mathematically measurable sequences.”
  • The “abstract framework of divided time” became “the point of reference for both action and thought.”
  • , Computer Power and Human Reason: From Judgment to Calculation
  • widespread
  • The process of adapting to new intellectual technologies is reflected in the changing metaphors we use to explain ourselves to ourselves. When the mechanical clock arrived, people began thinking of their brains as operating “like clockwork.” Today, in the age of software, we have come to think of them as operating “like computers.” But the changes, neuroscience tells us, go much deeper than metaphor. Thanks to our brain’s plasticity, the adaptation occurs also at a biological level.
  • The Internet, an immeasurably powerful computing system, is subsuming most of our other intellectual technologies. It’s becoming our map and our clock, our printing press and our typewriter, our calculator and our telephone, and our radio and TV.
  • gewgaws,
  • thanks to the growing power that computer engineers and software coders wield over our intellectual lives,
  • “to organize the world’s information and make it universally accessible and useful.”
  • For us, working on search is a way to work on artificial intelligence.”
  • Certainly if you had all the world’s information directly attached to your brain, or an artificial brain that was smarter than your brain, you’d be better off.
  • to solve problems that have never been solved before
  • worrywart
  • shortsighted
  • eloquently
  • drained
  • “inner repertory of dense cultural inheritance,
  • as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.
  •  
    Is Google Making Us Stupid?
Martin Burrett

JamStudio.com - Create Music Beats - The online music factory - Jam, remix, chords, loops - 2 views

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    Create Music Beats - The online music factory - Jam, remix, chords, loops
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    online version of garageband. compose music
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    JamStudio - create music beats - free online music mixing & songwriting tool - quickly create backing tracks, karaoke songs, soundtracks & demo songs with professional sounds. JamStudio is perfect for songwriters, musicians, producers or any music enthusiast. Producers can enter chords, loops, sound effects, sound clips, tracks, music, beats, patterns, riffs, pads, samples, remix and sequences using guitars, keyboards, synthesizers, bass guitar, acoustic guitar, music software and producing tools. JamStudio is a free online mixer similar to Acid, Acid pro, garageband, Sony Acid, fruity loops, band in a box, pro tools, vegas, DAW.
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    A superb site for making musical accompaniments for you to jam along with. http://ictmagic.wikispaces.com/Music,+Sound+&+Podcasts
Sheri Edwards

Education Week: Backers of '21st-Century Skills' Take Flak - 0 views

  • Unless states that sign on to the movement ensure that all students are also taught a body of explicit, well-sequenced content, a focus on skills will not help students develop higher-order critical-thinking abilities, they said at a panel discussion here in the nation’s capital last week.
  • Array of Skills In the Partnership for 21st Century Skills’ vision for K-12 education, the arches of the rainbow depict outcomes, while the pools represent the resources needed to support those outcomes. But critics contend that states implementing this vision might focus too heavily on discrete skills instruction, at the expense of core content. SOURCE: Partnership for 21st Century Skills
  • Ten states have agreed to work with P21 to incorporate a focus on technology, analytical and communication skills into their content standards, teacher training, and assessments.
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  • “We’ve been having this curriculum war for years.”
  • Mr. Kay, in contrast, painted the P21 vision as one that transcends this debate. The partnership tries to encourage states to be more deliberative about how they help students learn the skills,
  • “[But] the liberal arts movement, which we embrace, has not been as purposeful and intentional about the skill outcomes as we need to be.”
  • Mr. Willingham argued not only that the teaching of skills is inseparable from that of core content, but also that it is the content itself that allows individuals to recognize problems and to determine which critical-thinking skills to apply to solve them.
  • Students become proficient critical thinkers only by gleaning a broad body of knowledge in multiple content domains, he said.
  • Those techniques include student-directed methods such as project-based learning, which requires students to work in groups to solve a specified problem, relying on teachers for guidance rather than for explicit instruction.
  • “Teachers will rise to the challenge given the kind of supports they need.”
  • “If [curriculum] is just picking up a manual, or a series of nonconnected or nonsequenced experiments in science or literary works with no connection and no background knowledge, it’s not going to help our kids think any better,” she said in an interview.
  • Academics like Ms. Darling-Hammond said that setting forth a clear understanding once and for all about what students should know, and which teaching methods best help students engage that content in depth, will be crucial to putting such debates to rest.
  • The highest-scoring countries on international exams, she said, undertook efforts to outline such goals specifically 20 to 30 years ago. “When you really think about delivering a rich curriculum, it takes a very skillful type of teaching,” Ms. Darling-Hammond said. “It can be done badly; we have to acknowledge that. But we don’t really have a choice, if we want to join other nations.”
  • Meanwhile the critics go about squawking while promoting their own panaceas
  • he majority of kids just go right on tuning out, dropping out, or just getting by
  • I challenge what I read by looking at source material. These are timeless skills. It's the technology that is 21st century.
  • As for the topics we are unfamiliar with, the poster just before me rightly points out that the Internet is out there for just that purpose. Real teachers are also learners, and should be constantly seeking to know more.
  • Many recent studies have concluded that the current system is broken beyond repair and that point solutions like those being advocates above cannot fix it. We know that people learn best when they teach others so small groups that encourage peer-to-peer mentoring should be encouraged. Those same small groups require the students to learn and use the high-performance skills advocated by P21. At the same time, there is a body of knowledge that has been determined to be important to a student's future - represented by the state academic content standards. Robust, in-depth discussions of academic content help achieve the mastery of academic content. To ensure the content has meaning, it is best learned in a multi-disciplinary environment. By embedding a selected set of content standards from a variety of disciplines into a realistic setting/project the students get the opportunity to use the knowledge and go beyond the standards as their interest leads them.
  • The fact is, while "experts" pore over the fabric of pedagogical delivery methods, online teaching and learning is quietly replacing classroom environments globally. Educators better make some quick adjustments or the very definition of what an "education" means nowadays will make many of these folks irrelevant.
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    What do you think? How do we envision the future and teach for it?
Samantha Morra

Reading Ring and Professor Garfield - 0 views

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    Engaging reading game. Great for elementary. Teaches sequencing and comprehension.
Martin Burrett

Ascending Numbers Game - 0 views

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    A good maths game where players must click on the slowly moving and spinning numbers positive and negative numbers in ascending order. http://ictmagic.wikispaces.com/Maths
Nik Peachey

Digital-Classrooms-TedEd | PeacheyPublications.com - 0 views

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    TED Ed is a great tool for creating online lessons around videos. It enables you to structure a sequence of interactive activities around the video clip that guides the viewer towards a deeper understanding of the content. It's an ideal tool for building blended learning.
dsatkins1981

The Forgotten Childhood: Why Early Memories Fade : Shots - Health News : NPR - 0 views

  • "What we found was that even as young as the second year of life, children had very robust memories for these specific past events,"
  • "Why is it that as adults we have difficulty remembering that period of our lives?"
  • More studies provided evidence that at some point in childhood, people lose access to their early memories.
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  • children as old as 7 could still recall more than 60 percent of those early events
  • children who were 8 or 9 recalled less than 40 percent.
  • we observed was actually the onset of childhood amnesia,"
  • still not entirely clear why early memories are so fragile
  • Some early memories are more likely than others to survive childhood amnesia
  • One example, she says, is a memory that carries a lot of emotion.
  • "They want to be cooperative," she says, "so you have to be very careful not to put words in their mouth."
    • dsatkins1981
       
      It seems that any role that an adult plays in helping to re-tell, frame, and contextualize a memory in order to bring it to the surface or to make it last must be gentle and organic. We're not talking about rote memorization of past events - can you imagine the trauma from that at home or school let alone in a court room? Some things you wouldn't want to remember.
  • Another powerful determinant of whether an early memory sticks is whether a child fashions it into a good story, with a time and place and a coherent sequence of events, Peterson says. "Those are the kinds of memories that are going to last," she says.
  • And it turns out parents play a big role in what a child remembers, Peterson says. Research shows that when a parent helps a child give shape and structure and context to a memory, it's less likely to fade away.
  • At first, he just talked about it with her.
    • dsatkins1981
       
      Talking through and eventually encouraging writing about past events - preferably pleasant memories - seems like a great way to help students build a repository of lasting childhood remembrances. I can recall my Mom and Dad saying things like, "We had a great day today didn't we? We got up so early! Didn't Dad make an excellent breakfast? Eggs and bacon. That bacon was so crispy. Don't you think that the smell of a good breakfast cooking makes it easier to get up?" Just an example, and I included the kind of leading questions a lawyer would want to avoid if this was about more than breakfast, but my folks were inviting we the children to enter the conversation as a valued part of the kind of reminiscing that adults may do after a nice day. It was just conversation but I can remember loads of them. And there was plenty of time for us to respond and share.
  • school writing assignments.
  • when our own memories start to fail, Peterson says, we rely on family members, photo albums and videos to restore them.
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    How studying childhood amnesia is leading to changes in the way we think about brain development, learning, and memory --- this article mentions implications in the home and in the courts but it also seems relevant to the classroom
allmathtricks

Arithmetic Mean Formula | Practice Questions for Arithmetic Mean - 0 views

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    Definition, Properties, Formula and Examples with Solutions for Arithmetic Mean | a,b & c are in A.P then 1/bc, 1/ca & 1/ab are also in A.P
hanbio

adeno associated virus packaging - 0 views

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    Adeno-Associated Virus (AAV package) belongs to the family of parvovirus and is a non-enveloped single-stranded DNA virus, with a genome size of 4.7 kb composed of two open reading frames (ORFs) flanked by inverted terminal repeat sequences (ITRs) of 145 nucleotides each. AAV vectors are one of the most commonly used vectors for a variety of gene therapy applications and have been widely used in clinics and basic research mainly owing to their capable of transducing a wide range of species and tissues in vivo with no evidence of toxicity, and it generates relatively mild innate and adaptive immune responses as well as their long-term transgene expression and steady physical properties.
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