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Essential Science for Teachers: Life Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The segment demonstrates ways to help students clearly tell what their ideas are about science and how they develop their ideas.
Author(s): Harvard-Smithsonian Center for Astrophysics

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Essential Science for Teachers: Life Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The segment demonstrates ways to help students clearly tell what their ideas are about science and how they develop their ideas.
Author(s): Harvard-Smithsonian Center for Astrophysics

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Essential Science for Teachers: Earth and Space Science: Session 1. Earth's Solid Membrane: Soil
How does soil appear on a newly born, barren volcanic island? In this session, participants explore how soil is formed, its role in certain Earth processes, its composition and structure, and its place in the structure of the Earth.,This segment shows questions about a phenomenon being used to elicit ideas about the space between particles. The interviewer probes beneath the student's response by asking her to draw her ideas and explain them. Furthermore, when he tells her what some people thi
Author(s): Harvard-Smithsonian Center for Astrophysics

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Essential Science for Teachers: Earth and Space Science: Session 1. Earth's Solid Membrane: Soil
How does soil appear on a newly born, barren volcanic island? In this session, participants explore how soil is formed, its role in certain Earth processes, its composition and structure, and its place in the structure of the Earth.,The segment shows the interviewer asking questions about phenomena, set up in different ways, to elicit the student's ideas about the space between particles and whether the number of particles changes. The student is asked to draw pictures and explain her ideas. The
Author(s): Harvard-Smithsonian Center for Astrophysics

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Looking At Learning ...Again, Part 2: Workshop 4. Conceptual Change
With Dr. Peter Hewson. In this workshop, we explore the role played by prior knowledge in the learning of new science ideas. Only when a new idea is understood, accepted, and found to be useful does it begin to be exchanged for a previously held scientific belief. The workshop examines how teachers’ ideas about teaching and learning may be altered as they engage students in strategies designed to promote conceptual change.,This interview discusses the conceptual change model, in particular that
Author(s): Harvard-Smithsonian Center for Astrophysics

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Looking at Learning ... Again, Part 2: Workshop 5. Infusing Critical and Creative Thinking
With Dr. Robert Swartz. Teachers can help students become good thinkers. Good thinkers raise key questions and gather and evaluate pertinent information, thus making informed decisions. But how do we teach students to think skillfully? In this workshop, you will see how thinking skills can be infused into science content instruction, contrasted with direct instruction in non-curricular contexts. You will also see classrooms where teachers have restructured their lessons to infuse thinking skills
Author(s): Harvard-Smithsonian Center for Astrophysics

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Science in Focus: Energy: Workshop 1. What is Energy
Interviews about energy with children, scientists, and people on the street reveal the wide range of concepts that teachers encounter. In this session, you will look at the differences between the everyday language of energy and the scientific concept, see highlights of its history, and learn its importance in our understanding of the world.,The way students study some forms of energy is explored.
Author(s): Harvard-Smithsonian Center for Astrophysics

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TechFest 2011: Mobile Photography- Capture, process and View

The mobile phone is becoming the most popular consumer camera. While the benefits are quite clear, the mobile scenario presents several challenges. It is not always easy to capture good photos. Image-processing tools can improve photos after capture, but there are few tools tailored to on-phone image manipulation. We present phone-based image enhancement tools that are tightly integrated with cloud services. Heavy computation is off-loaded to the cloud, which enables faster resu
Author(s): Laura Foy

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Place Value - Rounding to the nearest Thousand
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Assessment-Driven Literacy
Hildi Perez is a first-grade teacher and reading specialist at an urban public school in Boston, Massachusetts with a diverse student population. She uses formal and informal assessments to help her make instructional decisions both for the class and for individuals. She assesses her students individually as readers throughout the year using a developmental reading assessment. She tracks the progress of the entire class as they work their way through a sequence of leveled books. (27:15)
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Horace Mann - The Father Of American Education
This 10:37 minute video goes into detail about the accomplishments of Horace Mann using photos from the time period. The video does an excellent job of breaking down Mann's beliefs into eight different areas. One of the better videos about Mann and what he wished for the nation's youth. Good quotes. Best for older students and teachers. Moves slowly and presents examples.
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論理学基礎論 I -02
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FORMATIC – Paris 2011 - Une éthique des données personnelles utilisées en santé

Si les données de santé sont considérées comme sensibles c’est qu’elles touchent à la sphère
intime des patients et doivent dés lors répondre à une obligation de confidentialité de la part des
professionnels qui les recueillent. Malgré tout ces données sont souvent échangées dans l’objectif
d’optimiser la prise en charge des patients, ces échanges se faisant dorénavant le plus souvent par
voie informatique.
Ainsi, sensibles et personnell
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FORMATIC – Paris 2011 – Le Qualiticiel

Atelier 2.1
Titre : FORMATIC – Paris 2011 – Le Qualiticiel : Outil de partenariat dans la mesure et l’évaluation de la qualité des soins et des services dispensés à domicile
Auteur : Guy BELANGER (Professeur et directeur du comité de programmes d’études avancées en sciences infirmières à l’Université du Québec à Rimouski)
Résumé : Une étude effectuée auprès de patients et de proches aidants recevant des soins et des services à domicile a permis
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FORMATIC – Paris 2011 – Telemedecine et diabete

Atelier 2.2
Titre : FORMATIC – Paris 2011 – Télémédecine et diabète : le plan d’éducation personnalisé para médical (e-PEP)
Auteur : Lydie CANIPEL (Directrice CERIDT (Projet Diabéio)
Résumé : Le Plan d’Education Personnalisé électronique consiste en une prise en charge paramédicale dans l’acte de télémédecine dans le cadre de la coopération interprofessionnelle comme le définit la Loi HPST: loi du 21 Juillet 2009, article 51
- Il répond a
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FORMATIC - PARIS 2011 - Télévigilance médicale : technologies et retour sur expérience

Suivi automatique à distance des paramètres vitaux des
personnes dépendantes (personnes âgées saines, maladies
chroniques…) à leur domicile
Sécurisation du maintien à domicile et contribuer à donner un
sentiment de sécurité
Réaction plus rapide et efficace en cas d ’urgence réelle pour les
centres d’urgence (ex. SAMU)
Identification fiable de l ’urgence : limiter les fausses alarmes et
gestion des appels de contrôle/confo
Author(s): No creator set

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FORMATIC - PARIS 2011 - Tutoriels - ouverture

Ouverture du tutoriel du 8 février 2011 dans le cadre des journées FORMATIC


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FORMATIC – Paris 2011 - Ouverture

Ouverture des journées FORMATIC 2011


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