Reverse engineering a bronze cannon from theLaBelleshipwreck
The benefit to archaeology, museum curation, and other areas presented by computer modeling and 3D printing cannot be overstated. These technologies allow us to explore artifacts, sites, and more, in ways that we never could before.
The Four-Component Instructional Model (4C/ID) immediately grabbed my attention when looking at the various models we had available. The process involves (a) learning tasks, (b) part-task practice, (c) support information, and (d) procedural information. It seems simple enough but design guidelines laid out in the tables within Merriênboer (2019) provide very thorough suggestions and a constructivist approach. The end product for a curricula or course designed in this approach is one with fidelity to professional activity.
Table 4:
encourages metacognition and challenges conceptual and structural models.
Table 3
Encourages individualization, personalized learning tasks and self-directed learning. Shifts the responsibility over task selection from the teacher to the student (important!)
Table 2:
It's asking for thorough standards of acceptable performance to be set down, or made concrete by the instructor and ID, as a way to measure things effectively.
Table 1: Design Principles for Learning Tasks
one of the things I like about this model is that it is asking you from the get go to think of profession-related activities that can be designed or simulated for students to understand and relate the material.
Instructional methods for part-task prac-tice aim at the strengthening of cognitive rules by extensive repetitive practice. Strengthening is a basic learning process that ultimately leads to fully automated cognitive schemas (Anderson, 1993
Find the activities in a college class that require routines and rote learning, or cognitive schemas that require practice and "strengthen them"
Procedural information (in Figure 1, the yellow beam with arrows pointing upwards to the learning tasks) helps students with performing the routine aspects of learning tasks, that is, aspects that are always per-formed in the same fashion.
so break down a lecture theory session from a step by step session. Or a document that has theory information should have a clear divide when you get into the step by step process?
sup-portive information in Figure 1 is not con-nected to individual learning tasks but to levels of complexity; it can be presented be-fore learners start to work on the learning tasks (under the motto ‘first the theory and only then start to practice’) and/or it can be consulted by learners who are already working on the learning tasks (under the motto ‘only consult the theory when needed’)
The idea of providing this supplemental information as a way to check against their current cognitive models by referring to theory or let theory guide their attempt at a learning task. It doesn't dictate a rigid structure.
This feedback stimulates learners to critically compare their own mental models and cognitive strategies with those of others, including experts, teachers and peer learners
I like that this model includes the idea of feedback and how to trigger thinking and reflection on their own behavior, cognitive models, etc.
* Information-Processing Analysis : about the mental operations used by a person who has learned a complex skills
this sounds a lot more involved unless you are working off a basic set of assumptions for mental operations and complex skills. Further understanding of psychological research and learning theories would be needed.
Dick and Carey Model
what the heck is this website, lmao.
The Kemp Model of Instructional Design
(a) learning tasks, (b) supportive information, (c) procedural information, and (d) part-task practice
4 components
Learning Tasks:
Learning tasks provide the backbone of the educational program; they provide learning from varied experiences and explicitly aim at the transfer of learning.
the backbone of this model
four-component instructional design (4C/ID)
4C/ID tag might be one of the models I want to look into as I might use it for the Art Modules Class
Feedback is a constant loop and not something that should come right at the end of the e-learning course or training module. So, it is important for courses to have feedback inserted at the right places during instruction.
feedback is a constant loop
Feedback needs to be specific in nature, as well as confirmatory and corrective. This way the learners know what they did right and wrong.
how to give feedback
Giving learners an indication of the desired outcomes help them calibrate their approach appropriately. This can be done via examples, case studies, and modelling various learning strategies like concept mapping, visualizing, role playing.
learner guidance
Successive Approximation Model (SAM)
first time i've heard of this one
Understanding Instructional Design
reading check 3 material
Arachnodactyly
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001166
Camptodactyly
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0012385
Joint laxity
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001388
Slender limbs
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001533
Scoliosis
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0002650
Tall stature
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000098
mild mitral valve regurgitation
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001653
Midface hypoplasia
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0011800
Open mouth appearance
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000194
Short philtrum
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000322
Long face
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000276
Hypotonia
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001290
intellectual disability
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001249
Developmental delay
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001263
allele id lookup result: https://reg.clinicalgenome.org/redmine/projects/registry/genboree_registry/by_caid?caid=CA414193300
allele id lookup result: https://reg.clinicalgenome.org/redmine/projects/registry/genboree_registry/by_caid?caid=CA915940579
RRID:ZFIN_ZDB-ALT-130115-3
DOI: 10.7554/eLife.46275
Resource: (ZFIN Cat# ZDB-ALT-130115-3,RRID:ZFIN_ZDB-ALT-130115-3)
Curator: @evieth
SciCrunch record: RRID:ZFIN_ZDB-ALT-130115-3
RRID:IMSR_OBS:3
DOI: 10.1016/j.celrep.2019.07.078
Resource: (IMSR Cat# OBS_3,RRID:IMSR_OBS:3)
Curator: @ethanbadger
SciCrunch record: RRID:IMSR_OBS:3
RRID:ZFIN_ZDB-ALT-120723-3
DOI: 10.7554/eLife.42881
Resource: (ZFIN Cat# ZDB-ALT-120723-3,RRID:ZFIN_ZDB-ALT-120723-3)
Curator: @evieth
SciCrunch record: RRID:ZFIN_ZDB-ALT-120723-3
RRID:ZFIN_ZDB-GENO-160122-3
DOI: 10.1016/j.cell.2019.01.019
Resource: (ZFIN Cat# ZDB-GENO-160122-3,RRID:ZFIN_ZDB-GENO-160122-3)
Curator: @ethanbadger
SciCrunch record: RRID:ZFIN_ZDB-GENO-160122-3
allele id lookup result: http://reg.clinicalgenome.org/redmine/projects/registry/genboree_registry/by_caid?caid=CA398915284
3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001947
3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001942
3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0002705
3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000369
3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000325
3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000322
3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000348
macrocephaly
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000256
intellectual disability
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001249
developmental delay
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001263
variant id lookup result: https://www.ncbi.nlm.nih.gov/clinvar/variation/692266/
2 cm (in acute setting)
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001744
hyperechoic cortex of both kidneys
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0004719
aortic insufficiency
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001659
variant id lookup result: https://www.ncbi.nlm.nih.gov/clinvar/variation/547947/
variant id lookup result: https://www.ncbi.nlm.nih.gov/clinvar/variation/599396/
hyperkinetic
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0002487
nystagmus
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000639
This has very good examples of what we can incorporate in our team's Code of Conduct. Respect and responsibilities are the two that stick out most for me.
Restoration asks us “what can we bring back to help us with the coming difficulties and tragedies?”
Relinquishment asks us “what do we need to let go of in order to notmake matters worse?”
Resilience asks us “how do we keep what we really want to keep?”
The third area can be called “restoration.” It involves people and communities rediscovering attitudes and approaches to life and organisation that our hydrocarbon-fuelled civilisation eroded.
second area of this agenda, which I have named “relinquishment.” It involves people andcommunities letting go of certain assets, behaviours and beliefs where retaining them could make matters worse.
we can conceive of resilience of human societies as the capacity to adapt to changing circumstances so as to survive with valued norms and behaviours.
The first is the way the natural scientific community operates.
First Factor encouraging professional environmentalists in their denial of social collapse in the near term
Especially in situations of shared powerlessness, it can be perceived as safer to hide one's views and do nothing if it goes against the status quo.
在地人推薦
戰區
分類：3-2
吃口碑的
很夠味
3-2
時不時
3-2
Q：來自台語？ non-compositional？
外國進口的
Sentiment: Pos<br> Pragmatics: 很高級<br> (我的意思是 Made in China 就不會說是國外進口的)
也有30幾年了
分類：3-2
豎起大拇哥
Sentiment: Pos<br> Pragmatics: 很棒<br> (Q: 默默)
安心食用
分類：3-1
酸酸甜甜
分類：3-1
鹹甜鹹甜
分類：3-1
現折
分類：3-1
主打
分類：3-1
新鮮製作
分類：3-1
一週只賣3天
分類：3-2
在味蕾上跳舞
Sentiment: Pos<br> Pragmatics: 豐富多樣的味道
沒什麼抵抗力
Sentiment: Neu<br> Pragmatics: 遇到喜歡的東西
初心者
正點
嫑嫑的
不用介紹了吧
你看看你看看
很敢給
不打折
沒辦法
是有原因的
踩到地雷
不多說
你看看
當地人力推
好療癒啊
走過路過不會錯過
好想偷摸一把
剛剛好
一根接著一根
我覺得還不錯耶
3-2 special meaning from context (直覺): yes
我喜歡~
3-2 special meaning from context (直覺): yes
真的要昏倒了
Sentiment: Neg<br> Pragmatics: 無法接受
是有沒有這麼幸運
Sentiment: Neg<br> Pragmatics: 反義
想怎樣
Sentiment: Neg<br> Pragmatics: 怪怪der
堵住同事們的嘴
Sentiment: Neu<br> Pragmatics:
一口接一口
Sentiment: Pos<br> Pragmatics: 非常好吃
不囉嗦
Sentiment: Neu<br> Pragmatics: go straight to ...
當然是沒話說
Sentiment: Pos<br> Pragmatics: 無可挑剔
到爆炸
Sentiment: Neu<br> Pragmatics: 強調
怎麼對得起
Sentiment: Pos<br> Pragmatics: 浪費難得機會
不油膩
分類：3-1
Q彈
分類：3-1
一整個就
Sentiment: 視情況<br> Pragmatics: 強調
甜膩
分類：3-1
一口接一口
分類：3-1
挑嘴
分類：3-2
最對味
Sentiment: Pos<br> Pragmatics: 很配
七里香
分類：3-1
雞屁股
去膩
分類：3-1
多層次的口感
分類：3-1
爆汁
分類：3-1
香而不油
分類：3-1
現點現做
分類：3-1
不打折扣
Sentiment: Pos<br> Pragmatics: 品質一樣很好
很有誠意
Sentiment: pos Pragmatics: 用料實在
軟硬適中
分類：3-1
粒粒分明
分類：3-1
A餐
分類：3-1
MONSAM Portable Sinks are one of the leading manufacturer of Portable sinks. They offer 3 compartment portable self-contained sinks which are perfect for use as a commercial portable sink, a food service sink, a portable science sink, a medical sink, a mobile kitchen or a coffee cart portable sink.
狠~好~吃
分類：3-1
冰友
分類：3-1
限內用
分類：3-1
港式燒臘
分類：3-1
HPLC Analysis
Test Material
disproportionate stature
Monarch lookup result: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5294674/#annotations:NNq7xL0dEemwJUvA1NrCBA
platyspondyly
Monarch lookup result: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5294674/#annotations:NNq7xL0dEemwJUvA1NrCBA
Lumbar gibbus
Monarch lookup result: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5294674/#annotations:NNq7xL0dEemwJUvA1NrCBA
Communities of practice are one of the ways in which experiential learning, social constructivism, and connectivism can be combined, illustrating the limitations of trying to rigidly classify learning theories. Practice tends to be more complex.
Constructivism - roots in the philosophical and psychological viewpoints of this century, specially Piaget, Bruner and Goodman. Learning occurs when the mind filters inputs from the world to produce its unique reality. The mind is believed to be the source of all meaning, direct experiences with the environment are considered critical. It crosses both categories by emphasizing the interaction between learner and the real world.
Social constructivism would emphasize critical experiences between the learner and other learners and mentors.
Connectivism is the integration of principles explored by chaos, network, complexity and self-organization theory. A lot of the content is now offloaded to the machine that was previously residing within the learner.
Marriage is the tomb of trust and love.
In this time period marriage was forced and could be unbroken.
The pope cannot remit any guilt, except by declaring that it has been remitted by God and by assenting to God’s remission; though, to be sure, he may grant remission in cases reserved to his judgment. If his right to grant remission in such cases were despised, the guilt would remain entirely unforgiven
The pope cannot take away a person sin unless the canons say otherwise
The Enlightenment was always a self-consciously minority movement.
The enlightenment did not appeal to people at the time
During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.
Phase 3 focuses on students independent thinking and collaborative thinking and builds on skills developed in previous phases. This phase requires that the students have defined questions, reliable resources, citations, and a final product that communicates their learning and research to others.
It is critical to understand that within systems, there is no isolation from the context, though we often view context as the invisible elephant in the room. When context is not addressed explicitly, equity issues are overlooked, and conversations about diversity in the science curriculum become only necessary for the poor, or students of color, or bilingual students. Issues of equity and context must be integrated in a wider systemic approach for the implementation of the NGSS to be deemed useful. We have to allow for boundary crossing and interdisciplinary connections into domains that make context and students from lower socioeconomic backgrounds, girls, students of cultural and linguistic diversity, and students in urban, suburban, and rural areas want to engage in science and see themselves in science. We believe that a culturally responsive approach to the implementation of the NGSS will achieve this goal.
It would be amazing to re-conceptualize the problem/s identified here using Popper's/Bereiter's 3-world ontology, specifically the affordances provided by World-3. W3 is 'inhabited by' abstract knowledge objects (aka cultural artifacts) created, worked-on, ignored, fought-over and rejected...or transformed/improved. The standards conceptualized like this and then engaging communities to develop relationships with these objects, apply and 'improve' them in their own worlds, as innovators, as professionals... This is a way to frame addressing the problem of 'implementation' of standards because, "...within systems, there is no isolation from the context..." This idea/description might need further development.
Connectivism is the theory behind massive open online courses, MOOCs
the author doesn't really elaborate as to how or why connectivism is the guiding theory behind moocs.
Art 3 — There can be no slaves on this territory; servitude has been forever abolished. All men are born, live and die there free and French. Art 4 — All men can work at all forms of employment, whatever their color.Art 5 — No other distinctions exist than those of virtues and talents, nor any other superiority than that granted by the law in the exercise of a public charge. The law is the same for all, whether it punishes or protects. Title III. On Religion
slavery was abolished in Haiti
Harvest of germinated seed
ROS ASSAY
ROS assay
Harvest of germinated seeds
Tests for Tannins
Harvest of germinated seeds
Determination of the yield
Determination of the yield
Photography, evaluation and documentation
Maintenance of Trichodermasp. culture
Effect of pHon growth and sporulation of the bioagent
Mycelial characteristicsof pathogen
Sterilization of laminar air flow
Sterilization of media and distilled water
Sterilization of glasswares
Sterilization procedure
Prevalence of extracellular virulence factors in Vibriofrom seafood
Detection of virulence genes tdhand trhby multiplex
Production of amylase
Distribution of antibiotic resistance genes in Vibriofrom Cochin estuary, shrimp farm and seafood
Antibiotic resistance among Vibriofrom seafood
Gel documentation and image analysis
Detection ofblaNDM-1gene
Detection of blaCTX-Mgene
Detection of blaTEMgene
DNA isolation
Detection of beta-lactam antibiotic resistancegenes
Antibiotic resistance amongVibriofrom shrimp fa
Relative diversity and distribution of Vibrioin the water and sediment of Cochin estuary
Detection of toxR gene
Carbon source utilisation tes
Oxidative-Fermentative test
Sample collection
Carbon source utilisation t
Oxidative-Fermentative test
Sample collection
Active site identification, metal detection and interaction of Dof domain structure
Cis-regulatory elements analysis
Motif analysis
Evolutionary relationships of sorghum, rice and Arabidopsis with respect to Dofgene family
Gene structure prediction
Phylogenetic relationships among Dofproteins of sorghum
Chromosomal locations
In silico prediction of Dof gene family of sorghum
Genome wide identification and in silico characterization of Dof gene family of sorghum
Cloning of Dof genes of sorghum using pBSK vector
PCR amplification of Dof gene
