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Filmed Feb 2008 * Posted Nov 2008 * TED2008 "Andy Hobsbawm shares a fresh ad campaign about going green -- and some of the fringe benefits. Andy Hobsbawm is the European chair of Agency.com and the founder of the website Green Thing."

From http://www.stanford.edu/~efs/693b/TED1.html : "1. length: 3:25 2. overall speed (WPM): 135 3. vocabulary profile: 3K-92.2%; 5K-95.1%; 10K-98.2%; OL-1.5% 4. accent: British standard 5. comments: "great creativity" is repeated a number of times 6. Andy Hobsbawm shares a fresh ad campaign about going green -- and some of the fringe benefits."

Filmed Feb 2010 * Posted Apr 2010 * TED2010 "Child prodigy Adora Svitak says the world needs "childish" thinking: bold ideas, wild creativity and especially optimism. Kids' big dreams deserve high expectations, she says, starting with grownups' willingness to learn from children as much as to teach. A prolific short story writer and blogger since age seven, Adora Svitak (now 12) speaks around the United States to adults and children as an advocate for literacy"

From http://www.stanford.edu/~efs/693b/TED1.html : "1. length: 8:13 2. overall speed (WPM): 154 3. vocabulary profile: 3K-94.2%; 5K-96.6%; 10K-98.4%; OL-1.2% 4. accent: US standard 5. comments: the speaker is just 12 years old 6. Child prodigy Adora Svitak says the world needs "childish" thinking: bold ideas, wild creativity and especially optimism. Kids' big dreams deserve high expectations, she says, starting with grownups' willingness to learn from children as much as to teach."

Filmed Feb 2009 * Posted Jun 2009 * TED2009 TED2009 " Gever Tulley uses engaging photos and footage to demonstrate the valuable lessons kids learn at his Tinkering School. When given tools, materials and guidance, these young imaginations run wild and creative problem-solving takes over to build unique boats, bridges and even a roller coaster! The founder of the Tinkering School, Gever Tulley likes to build things with kids."

From http://www.stanford.edu/~efs/693b/TED1.html : "1. length: 4:08 2. overall speed (WPM): 91 3. vocabulary profile: 3K-91.4%; 5K-95.4%; 10K-97.9%; OL-1.3% 4. accent: US standard 5. comments: Short, clear speech, but with some good vocabulary to learn. 6. Gever Tulley uses engaging photos and footage to demonstrate the valuable lessons kids learn at his Tinkering School. When given tools, materials and guidance, these young imaginations run wild and creative problem-solving takes over to build unique boats, bridges and even a roller coaster!"

"La robotica creativa favorisce la costruzione di concetti topologici insieme allo sviluppo dello schema corporeo, risultando utile non solo per l'apprendimento del Braille ma anche per la crescita del non vedente come "persona"." di Immacolata Nappi | del 21/09/2012

Vedi http://iamarf.org/2015/06/01/hardware-e-software-strumenti-di-pensiero-e-liberta-castel-del-piano/#comment-58274

"La robotica creativa procede dal particolare dell'oggetto, del pezzo assemblabile, all'unità composita dell'artefatto creativo, sintesi concreta delle varie parti. È cioè analoga alla percezione tattile, che arriva all'universale attraverso il particolare."

Vedi http://iamarf.org/2015/06/01/hardware-e-software-strumenti-di-pensiero-e-liberta-castel-del-piano/#comment-58274

"L'esperienza di Mattia C. dimostra l'esistenza di un modo di concepire la "forma" che prescinde dall'esperienza visiva." di Immacolata Nappi | del 02/10/2012 |

Vedi http://iamarf.org/2015/06/01/hardware-e-software-strumenti-di-pensiero-e-liberta-castel-del-piano/#comment-58274

"Overview - This course is offered by University of Zurich with Prof Paul-Olivier Dehaye and his students. This lesson plan is created by Dilrukshi Gamage (www.sdgamage.weebly.com) a MOOC student from this class due to few reasons. 1. Course started with giving some ideas, but now it appears no more ideas facilitated 2. Forums are closed and we have no clue of what to do 3. Students who take this course or any of coursera for the first time will be wondering and might lose the context of learning. 4. This lesson plan will guide us to collaboratively find solution to be in synchronized and learn from the time we invest in this. Introduction - The course named Teaching goes massive : new skills needed. It is our responsibility to find out what are the skills we need when we are teaching to a massive class.. or any class. Prof.Paul mentioned some experiments which we can do and previous forums already started and gone very well until suddenly closed everything. So let us drive this MOOC , learn to learn ourselves how to be organized and learn from each other. Anyone can suggest things but not like as forums it has to be much more effective. This document will contain how to participate and what can you do in contributing to expand your learning. Don't worry this will not stop suddenly as we the students are in charge. First step lets set some objectives so we can see did we achieve when we finish this course. Objectives - After you complete this course 1. You will learn how to learn yourselves to work without a real teacher or a lecturer. 2. You will learn to make communications and build a network where you can share and learn throughout your interest. 3. You will learn to work on inclusive projects in the same course ( by inclusive what I mean was anyone can work in one project or more) 4. You will gain knowledge on what skills you need and how to handle it when teaching is massive Where to contact - Please use the links provided in collaborating

vedi anche http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/ di George Siemens per un ottimo riassunto e altri link utili

e https://etherpad.mozilla.org/pr8ZtLXODg , il Pad dove Dehaye spiega il contesto della sua decisione. Se qualcuno ne ricancella il contenuto, usate la storia delle revisioni: funziona come PiratePad

"Introduzione all'insegnamento di Editing Multimediale. Corso di Laurea in Metodi e Tecniche delle Interazioni Educative. Italian University Line - http://www.iuline.it"

Vedi anche - la pista dei ST italiani http://amara.org/it/videos/3FTVGsVTvcCJ/it/849177/ - i commenti ad essa http://amara.org/it/videos/3FTVGsVTvcCJ/it/849177/?tab=comments che documentano l'attività e all'interno dell'interfaccia di sottotitolazione http://amara.org/it/subtitles/editor/3FTVGsVTvcCJ/it/ , le note di lavoro (copiate, ma solo in parte, nei commenti) - l'elenco delle revisioni dei ST italiani http://amara.org/it/videos/3FTVGsVTvcCJ/it/849177/?tab=revisions , che consente di vedere cosa ciascuno ha contribuito, come in un wiki.

Filmed Feb 2008 * Posted Nov 2008 * TED2008 "Biochemist Gregory Petsko makes a convincing argument that, in the next 50 years, we'll see an epidemic of neurological diseases, such as Alzheimer's, as the world population ages. His solution: more research into the brain and its functions. Gregory Petsko is a biochemist who studies the proteins of the body and their biochemical function. Working with Dagmar Ringe, he's doing pioneering work in the way we look at proteins and what they do."

Biochemistry is complicated. I've been assigned a paper on a topic I don't understand at all. How can I implement it without knowledge?

At the end of that year, I needed to prepare a report on biochemistry. Need I say that I understood nothing about it? I found this website to help me with it. The team completed my task on time and did it very well. In addition, their prices are quite reasonable. So I think that they will be able to help you.