Melanoma: is hair the root of the problem?
Melanoma: is hair the root of the problem?
West Nile Fever: A Medical Detective Story
This BioBulletin Web site takes an in-depth look at the West Nile virus. The site includes text, videos, photographs, and interviews with key scientists. Tracking an Epidemic reports on how the link was made between sick crows and people during the summer of 1999 in New York City. West Nile Q&A answers more than 20 frequently asked questions, including "What is the West Nile virus?", "How did the virus reach the United States?", and "How can I protect myself from getting West Nile virus?"Taking
6.6 Evaluating strategy and presenting outcomes This stage of the framework focuses on identifying what you have achieved and how well you have achieved it. It involves you in evaluating your overall strategy and presenting the outcomes of your work. As you evaluate and assess your strategy, identify aspects of your IL skills that you want to develop further. At the end of this section use the records in your Skills File to complete the activity ‘Evaluating your use of IL strategy and presenting outcomes’ and pull together this fi
6.5.5 Adapt your strategy to overcome difficulties Often plans run into difficulties because of unforeseen problems or changing circumstances. For example, you may be running over your deadlines, the resources or support available to you may have changed, or your personal circumstances may have changed. Plans are only a means to an end, however. If you run into difficulties try to take some time to think about what effect they will have on your plans, and what changes you may need to make to your overall strategy to achieve the outcomes you a
3.10 Drawing ideas together This key skill has used a three-stage framework for developing your skills. By developing a strategy, monitoring your progress and evaluating your overall approach, you take an active role in your own learning. But learning does not necessarily follow a path of steady improvement, it involves change: revisiting ideas, seeing things from different perspectives, tackling things in different ways. You are unlikely to be able to complete your work by working through it from beginning to end
3.2.5 Plan how these targets will be met You may be anxious to get on with achieving your targets but think first before you plunge in. In setting targets, think about how they will be achieved by identifying action points and deadlines, prioritising tasks and identifying resources and support from others. Include opportunities to discuss ideas/work with others and build in time to receive feedback and reflect on it. Planning how to achieve your targets involves all of the functions that take place before you start on the actual tas
Using Macroinvertebrates to Evaluate the Condition of Ponds
Macro-invertebrates are commonly used to evaluate the status of streams and rivers. The deep zones of lakes have also been used for this purpose. This project includes a protocol for using macro-invertebrates to compare and evaluate ponds and wetlands.
Banking
How did our banking system get established? Who regulates banks? Is my money safe?
HIV and AIDS Prevention Education
This is a collection of resource packages suggesting how education systems can change their analysis and conduct in relation to HIV and AIDS. The site also contains manuals and booklets offering basic facts and information needed for the acquisition of knowledge and development of attitudes, values, skills and practices (KAVSP) related to the prevention and control of HIV/AIDS.
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Data Investigations: Codemaking and Codebreaking
There are resources for two activities 1. Cryptograms: These puzzles are familiar sayings that have been encrypted. Use letter frequencies, letter patterns and your best analytical skills to decode these familiar puzzles that can be found in many puzzle magazines or online. 2. Crypto-lists: These lists were designed to introduce students to code-breaking. Each list contains words that relate to the topic. Use letter frequency and your best analytical skills to decode these lists. Remember that e
The Big Moon Illusion
Why does the moon appear large while it is on Earth's horizon? Several possibilities are explained here.(01:24)
How to do Long Division
Dr. Shah teaches the viewer, with the aid of a whiteboard, how to do long division. The instructor does two complete problems. These problems consist of a four-digit number divided by a two-digit number. (04:46)
Chinese Foot Binding
A five minute video based on comments from a Chinese woman who went through this practice. A powerful video with good images. The images may be to graphic for some. A good video that shows how the pressures of culture can produce practices that may not be healthful. A great way to introduce other cultural practices from around the world and to decide if they are beneficial.
The story of India
This five minute video. It briefly deals with some of the history of India and has excellent graphics. The problem is that it is essential a trailer for a longer video and thus offers just tidbits of history and geography. At best an introduction into the study of this country. Ends abruptly.
La théorie de l'évolution - Guillaume Lecointre
Une conférence de l'UTLS au Lycée
La théorie de l'évolution par Guillaume Lecointre
Lycée des Flandres (59 Hazebrouck)
La théorie de l'évolution - Guillaume Lecointre (video)
Une conférence de l'UTLS au Lycée
La théorie de l'évolution par Guillaume Lecointre
Lycée des Flandres (59 Hazebrouck)
OptometrÃa II (2010)
La asignatura OptometrÃa II deriva de la materia troncal OptometrÃa y ContactologÃa (B.O.E. 20-11-1990), correspondiéndole un total de 8 créditos (3,5 teóricos y 4,5 prácticos). El alumnos debe tener unos conocimientos básicos teóricos y prácticos de las ametropÃas y de los principios de la evaluación, detección y corrección óptica de las disfunciones refractivas (OptometrÃa I, que se imparte en el primer cuatrimestre de segundo curso), y debe sentar las bases para el aprendizaje
Identitat, mitjans de comunicació i testimonis
Ho va deixar escrit el reporter Ryskard Kapuscinki: "Es diu que els mitjans són el quart poder, però jo apujaria el seu lloc en el rà nquing. Ja sabem que el seu paper en la polÃtica és cada vegada més rellevant i que ha fet que insurrectes i colpistes de tota mena canviessin l'objectiu dels seus atacs a tot el món: abans assetjaven palaus presidencials i seus de governs i parlaments, mentre que ara intenten fer-se en primer lloc amb el control de les emissores de rà dio i televisió. No d
