Can Mary Shelley’s Frankenstein be read as an early research ethics text?
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Can Mary Shelley's Frankenstein be read as an early research ethics text? | Medical Hum... - 7 views
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Frankenstein is an early and balanced text on the ethics of research upon human subjects and that it provides insights that are as valid today as when the novel was written.
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Mary Shelley conceived the idea for and started writing Frankenstein in 1816 and it was first published in 1818.1 In its historical context, the earlier 17th and 18th centuries had seen the early signs of the rise of science and experimentation. Francis Bacon (1561–1626) had laid the theoretical foundations in his “Great Insauration”2 and scientists such as Boyle, Newton, and Hooke developed the experimental methods. Sir Robert Talbor, a 17th century apothecary and one of the key figures in developing the use of quinine to treat fevers, underlined this: “the most plausible reasons unless backed by some demonstrable experiments seem but suppositions or conjectures”.3
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The 18th century saw the continued construction of foundations upon which all subsequent medical experimentation has been built.
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Lady Mary Montagu promoted smallpox vaccination; its proponents experimented on prisoners to study its efficacy, and James Jurin, the secretary of the Royal Society, developed mathematical proof of this in the face of ecclesiastical opposition.4 Many of the modern concepts of therapeutic trials were described although not widely accepted. Empirical observation through experimentation was starting to be recognised as the tool that allowed ascertainment of fact and truth. An account of Dr Bianchini’s experiments on “Le Medicin Electrique”, reported to the Royal Society explains that “The experiments were made by Dr Bianchini assisted by several curious and learned men … who not being able to separate what was true … determined to be guided by their own experiments and it was by this most troublesome though of all the others the most sure way, that they have learned to reject a great number of what have been published as facts.”5
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Similarly, Henry Baker’s report to the Royal Society, describing Abbe Nollet’s experiments, outlined the need for comparative studies and that “treatment should not be condemned without a fair trial”6 and a Belgian doctor, Professor Lambergen, describing the use of deadly nightshade for the treatment of breast cancer wrote “Administration of this plant certainly merits the attention of the medical profession; and surely one may add entitles the medicine to future trials … nevertheless the most efficacious medicines are such if its efficacy by repeated trials be approved.”7 In the mid 18th century James Lind conducted the first controlled trial to establish a cure for scurvy and his Treatise on the Scurvy contains what could be seen in modern terminology as the first “review of the current literature” prior to a clinical trial.8
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Her motives for writing Frankenstein are more difficult to define. In her introduction to the 1831 edition she writes that she wanted her work to … speak to the mysterious fears of our nature and awaken thrilling horror—one to make the reader dread to look round. If I did not accomplish these things, my ghost story would be unworthy of its name … (p 7, p 8)
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The 1818 preface, written by Percy Bysshe Shelley, indicates a deeper purpose. He wrote that the story recommends itself as it “…affords a point of view on the imagination for the delineating of human passions more comprehensive and commanding than any which the ordinary relations of existing events can yield…” (p 11) and that “…I am by no means indifferent to the manner in which ... moral tendencies (that) exist in the sentiments of characters shall affect the reader…”(p 12).
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Paul Ford: What is Code? | Bloomberg - 35 views
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There are keynote speakers—often the people who created the technology at hand or crafted a given language. There are the regular speakers, often paid not at all or in airfare, who present some idea or technique or approach. Then there are the panels, where a group of people are lined up in a row and forced into some semblance of interaction while the audience checks its e-mail.
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Fewer than a fifth of undergraduate degrees in computer science awarded in 2012 went to women, according to the National Center for Women & Information Technology
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The average programmer is moderately diligent, capable of basic mathematics, has a working knowledge of one or more programming languages, and can communicate what he or she is doing to management and his or her peers
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The true measure of a language isn’t how it uses semicolons; it’s the standard library of each language. A language is software for making software. The standard library is a set of premade software that you can reuse and reapply.
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A coder needs to be able to quickly examine and identify which giant, complex library is the one that’s the most recently and actively updated and the best match for his or her current needs. A coder needs to be a good listener.
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Code isn’t just obscure commands in a file. It requires you to have a map in your head, to know where the good libraries, the best documentation, and the most helpful message boards are located. If you don’t know where those things are, you will spend all of your time searching, instead of building cool new things.
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C is a simple language, simple like a shotgun that can blow off your foot. It allows you to manage every last part of a computer—the memory, files, a hard drive—which is great if you’re meticulous and dangerous if you’re sloppy
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Where C tried to make it easier to do computer things, Smalltalk tried to make it easier to do human things.
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Style and usage matter; sometimes programmers recommend Strunk & White’s The Elements of Style—that’s right, the one about the English language. Its focus on efficient usage resonates with programmers. The idiom of a language is part of its communal identity.
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Programmers carve out a sliver of cognitive territory for themselves and go to conferences, and yet they know their position is vulnerable.
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Programming is a task that rewards intense focus and can be done with a small group or even in isolation.
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As a class, programmers are easily bored, love novelty, and are obsessed with various forms of productivity enhancement.
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“Most programming languages are partly a way of expressing things in terms of other things and partly a basic set of given things.”
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Of course, while we were trying to build a bookstore, we actually built the death of bookstores—that seems to happen a lot in the business. You set out to do something cool and end up destroying lots of things that came before.
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What would an exceptional middle and high school computer science curriculum include? -... - 48 views
www.quora.com/ter-science-curriculum-include
high school school computer computer science middle school curriculum science coding code programming include
shared by Steve Kelly on 26 Mar 15
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This isn't a complete answer, but one thing the very first introductory classes should require is that the students turn off all their electronic computers and actually learn to walk through algorithms with a computer that exists only on paper. (Or, I suppose, a whiteboard or a simulator.) This exercise would give the students a grounding in what is going on inside the computer as a very low level.My first computer programming class in my Freshman year of high school was completely on paper. Although it was done because the school didn't have much money, it turned out to be very beneficial.Another class I had in high school, that wouldn't normally be lumped into a Computer Science curriculum but has been a boon to my career, was good old Typing 101.
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If you followed the CS Unplugged curriculum your students would know more about CS than most CS grads:http://csunplugged.orgIt's a really great intro to basic computer science concepts and very easy for students to understand. Best of all you don't even need a computer per student if your school doesn't have the budget,
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For younger students, I think that the ability to make something professional-looking, like a real grown-up would, is paramount. Sadly, I think this means that LOGO and BASIC aren't much use any more*.
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So, we have a few choices. You can try to write phone apps that look just like real phone apps, design interactive websites that look just like real interactive websites, or do something with embedded systems / robotics. Avoid the temptation to make these things into group projects; the main thing every student needs to experience is the process of writing code, running it, debugging it, and watching the machine react to every command.
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It is important to consider what an 11 to 18-year old is familiar with in terms of mathematics and logical thinking. An average 11-year old is probably learning about fractions, simple cartesian geometry, the concept of units, and mathematical expressions. By 15, the average student will be taking algebra, and hopefully will have the all-important concept of variables under his/her belt. So much in CS is dependent on solid understanding that symbols and tokens can represent abstract concepts, values, or algorithms. Without it, it's still possible to teach CS, but it must be done in a very different way (see Scratch).
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At this point, concepts such as variables, parenthesis matching, and functions (of the mathematical variety) are within easy reach. Concepts like parameter passing, strings and collections, and program flow should be teachable. More advanced concepts such as recursion, references and pointers, certain data structures, and big-O may be very difficult to teach without first going through some more foundational math.
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I tend to agree strongly with those that believe a foundational education should inspire interest and enforce concepts and critical thinking over teaching any specific language, framework, system, or dogma.
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The key is that the concepts in CS aren't just there for the hell of it. Everything was motivated by a real problem, and few things are more satisfying than fixing something you really want to work with a cool technique or concept you just learned.
Create Desktop Shortcuts to Your Favorite Evernote Notes and Tags - 35 views
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There's No Place Like Home - 22 views
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Superimposed over that geography, like a Jackson Pollock painted on a fishnet, is the geography of a man’s life, the griefs and pleasures of various streets,
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We attended church at the Grace & Truth Gospel Hall on 14th Avenue South, where a preacher clutched his suspenders and spoke glowingly of Eternity, and I grew up one of the Brethren, the Chosen to whom God had vouchsafed the Knowledge of All Things that was denied to the great and mighty. The Second Coming was imminent, we would rise to the sky. We walked around Minneapolis carefully, wary of television, dance music, tobacco, baubles, bangles, flashy cars, liquor, the theater, the modern novel—all of them tempting us away from the singular life that Jesus commanded us to lead.
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There were the neon lights of Hennepin Avenue and the promise of naked girls at the Alvin Theater, which our family passed on Sunday morning on our way to church, but that was lost on me, a geek with glasses, pressed pants, plaid shirt, a boy for whom dating girls was like exploring the Amazon—interesting idea, but how to get there? Writing for print, on the other hand—why not? And then came the beautiful connection: You write for print, it impresses girls, they might want to go on dates with you.
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For days after Frankie drowned, I visited the death scene, trying to imagine what had happened. He was paddling a boat near the shore, and it capsized, and he drowned. I imagined this over and over, imagined myself saving him, imagined the vast gratitude of his family. I don’t recall discussing this with other boys. We were more interested in what lay ahead in seventh grade, where (we had heard) you had to take showers after gym. Naked. With no clothes on. Which turned out to be true. Junior high was up the West River Road in Anoka, the town where I was born, 1942, in a house on Ferry Street, delivered by Dr. Mork. That fall of seventh grade, he listened to my heart and heard a click in the mitral valve, which meant I couldn’t play football, so I walked into the Anoka Herald and asked for a job covering football and basketball, and a man named Warren Feist said yes and made me a professional writer. Ask and ye shall receive.
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down to work at 4 a.m. to do the morning shift on KSJN in a basement studio on Wabasha and then a storefront on Sixth Street, the house where I lived next to Luther Seminary and the backyard parties with musicians that inspired A Prairie Home Companion at Macalester College, the dramatic leap to home ownership on Cathedral Hill in St. Paul, where I’ve lived most of the last 20 years, where you drive up from I-94 past Masqueray’s magnificent cathedral, whose great dome and towers and arches give you a momentary illusion of Europe, and up Summit and the mansions of 19th-century grandees and pooh-bahs in a ward that votes about 85 percent Democratic today.
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I drive down Seventh Street to a Twins game and pass the old Dayton’s department store (Macy’s now but still Dayton’s to me), where in my poverty days I shoplifted an unabridged dictionary the size of a suitcase, and 50 years later I still feel the terror of walking out the door with it under my jacket, and I imagine the cops arresting my 20-year-old self and what 30 days in the slammer might’ve done for me
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She was a suicide 28 years ago, drowned with rocks in her pockets, and I still love her and am not over her death, nor do I expect ever to be.
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She says, “Tell me a funny story”—my daughter who never had to fight for a seat. I say, “So ... there were these two penguins standing on an ice floe,” and she says, “Tell the truth,” so I say, “I like your ponytail. You know, years ago I wore my hair in a ponytail. Not a big ponytail. A little one. I had a beard too.” And she looks at me. “A ponytail? Are you joking?
A Liberal Decalogue: Bertrand Russell's 10 Commandments of Teaching | Brain Pickings - 141 views
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Exactly What The Common Core Standards Say About Technology - 129 views
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use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
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Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
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Social media professional learning networks (PLN) from linkedin to twitter, facebook to even pinterest, can be dominated by education technology discussion rather than broader concerns of how people learn , likely because those educators tending towards technology are on these digital networks to begin with.
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rather requires learners to make complex decisions about how, when, and why to use technology–something educators must do as well.
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"@POUSDSupt: Exactly What The Common Core Standards Say About Technology http://t.co/WTRFq2LUTt via @zite #ccss #edtech" Nicely presented.
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Daisy the Dinosaur - 48 views
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Get little ones interesting in basic programming by playing with Daisy the Dinosaur on this fun iPad app. Set a list of commands in free-play mode or complete challenges. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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Why American Students Can't Write - Jobs & Economy - The Atlantic Cities - 1 views
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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How Self-Expression Damaged My Students - Robert Pondiscio - The Atlantic - 47 views
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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RoboMind.net - 91 views
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This is a downloadable programme that teaches programming through a virtual robotic rover. Design games and challenges with your robot moving and finding objects. The commands are similar to MS Logo, but the interface and graphics are vastly more child-friendly. It is free for personal use. Found via http://twitter.com/@SheliBB http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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The 10 Commandments of Internet Research - Online Colleges - 131 views
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The Tech Commandments - 204 views
www.scribd.com/...The-Tech-Commandments
integration Scribd AdamBellow eduTeacher technology edtech education research commandments web2.0 technology_integration Teachnology strategy
shared by Jim Tiffin Jr on 26 Nov 11
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light-bot-20-6061.swf (application/x-shockwave-flash Object) - 46 views
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A superb game for anyone teaching the 'control' section of ICT. Move your robot around the scene using a string of commands. A great introduction to programming. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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SPAN 103N W01 S111: Foro de lenguaje y cultura - Semana 9 - El embarazo - Due Sunday, 7/17 - 7 views
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Suggestions: Use past tense (preterite) more often to talk about things that happened in the past. The verbs you recognized are good examples. At this point, though, not only should you recognize words, but phrases and TENSES/CONCEPTS, as well. These are the grammar examples you will need to share on your chart. Did you see any reflexive verbs? Commands? Preterite? If so, share the example AND the English equivalent (translation).
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Also, for your chart you might end up being short on Country-Specific resources. When looking for things to share, think about sharing info from a particular country. It is too late for this post, but since your resource is from California, perhaps you could find some info on the Hispanic population in California. Where are they from? Then pick one of those countries of origin and find some info about it for us. Bingo! Country-specific example for your chart.
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Since this forum is over, you can post this info on the "country-specific catch-up forum" that I will make available immediately.
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I sense a lot of stress about the forum requirements, so I am going to provide group feedback this way. Make sure to click on each "sticky note" to get my feedback on the post. This will help you complete your chart as best as possible.
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HIGHLIGHTS: You will see a lot of highlights on this page. Pink/red highlights indicate a mistake is present. I have not highlighted ALL mistakes, just some that you should be able to fix with what you know at this point. GREEN means GOOD! I have highlighted many phrases that indicate good/correct grammar usage. Sometimes I highlight in green things that I really like :-) Green means GO!!!
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FOR THOSE OF YOU WHO ARE WORRIED ABOUT BEING SHORT ON COUNTRY-SPECIFIC REFERENCES, I WILL SHARE IDEAS ON HOW TO INCLUDE THOSE AND PROVIDE A SEPARATE "Country-Specific Catch-Up Forum" where you can explore individual countries a bit further.
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Completado
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mucho las
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This post is very interesting. The quote included is informative and summarizes the findings of the source Gabriela consulted. This information is very useful for all of us. The content is excellent, but I would like to see more linguistic information. For example, did you pick up any new words from reading this article? If so, you should list them (WITH English translations for the benefit of classmates). Also, to obtain country-specific resources, you could have looked up premature births in Spanish-speaking countries and focused on one in particular, perhaps sharing information or a resource from that country. Feel free to do this and post on the "make-up forum" available soon.
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los verbos reflexivos, empieza immediatemente en diapositiva 2: “se usa para identificar afecctiones serias o mortales antes que lo síntomas aparezcan. Se puede empezar el tratamiento antes que la salud del bebé se perjudique por estas afecciones.”
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Objeto Directo ejemplo, de diapositiva 4: “...el tratamiento puede salvarle o evitarle problemas....”
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Objeto Indirecto ejemplo, de diapositiva 16: “...si no le practicaron pruebas preliminares de la audición a su bebé al nacer, asegúrarse de que le practiquen estas pruebas.”
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Ahora estoy curiosa como se prueban los recién nacidos in otros países. Encuentro un sitio de Bolivia
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Greenfoot - 34 views
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An easy to use java based programming download. Put together blocks of commands to make your games and applications. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
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How to Adjust to Your Interactive Whiteboard: Animate Objects and Add Sound «... - 3 views
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How to Adjust to Your Interactive Whiteboard: Animate Objects and Add Sound There is nothing quite as fascinating to students as words and objects that appear and disappear on command. And if you’re looking for a giggle or a laugh, nothing does the trick like an unexpected sound effect when a student is at your board. Embedding sounds and setting up Object Animation is pretty straight-forward. Once you get the hang of it, you’ll be able to add surprise elements quickly and create elaborate, interactive pages sure to capture your students’ attention.
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Think Again: Education - By Ben Wildavsky | Foreign Policy - 31 views
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But when the results from the first major international math test came out in 1967, the effort did not seem to have made much of a difference. Japan took first place out of 12 countries, while the United States finished near the bottom.
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By the early 1970s, American students were ranking last among industrialized countries in seven of 19 tests of academic achievement and never made it to first or even second place in any of them. A decade later, "A Nation at Risk," the landmark 1983 report by the National Commission on Excellence in Education, cited these and other academic failings to buttress its stark claim that "if an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war."
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J. Michael Shaughnessy, president of the National Council of Teachers of Mathematics, argues that the latest PISA test "underscores the need for integrating reasoning and sense making in our teaching of mathematics." Randi Weingarten, head of the American Federation of Teachers, claims that the same results "tell us … that if you don't make smart investments in teachers, respect them, or involve them in decision-making, as the top-performing countries do, students pay a price."
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But don't expect any of them to bring the country back to its educational golden age -- there wasn't one.
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According to the most recent statistics, the U.S. share of foreign students fell from 24 percent in 2000 to just below 19 percent in 2008. Meanwhile, countries like Australia, Canada, and Japan saw increased market shares from their 2000 levels, though they are still far below the American numbers.
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And even with its declining share, the United States still commands 9 percentage points more of the market than its nearest competitor, Britain.
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A 2008 Rand Corp. report found that nearly two-thirds of the most highly cited articles in science and technology come from the United States, and seven in 10 Nobel Prize winners are employed by American universities. And the United States spends about 2.9 percent of its GDP on postsecondary education, about twice the percentage spent by China, the European Union, and Japan in 2006.
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But over the long term, exactly where countries sit in the university hierarchy will be less and less relevant, as Americans' understanding of who is "us" and who is "them" gradually changes. Already, a historically unprecedented level of student and faculty mobility has become a defining characteristic of global higher education. Cross-border scientific collaboration, as measured by the volume of publications by co-authors from different countries, has more than doubled in two decades.
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Primero Hay Que Aprender Español. Ranhou Zai Xue Zhongwen. - NYTimes.com - 15 views
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Hispanics made up 16 percent of America’s population in 2009, but that is forecast to surge to 29 percent by 2050
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Spanish is easy enough that kids really can emerge from high school with a very useful command of the language that they will retain for life, while Mandarin takes about four times as long to make the same progress.
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In effect, Chinese is typically a career. Spanish is a practical add-on to your daily life, meshing with whatever career you choose.