6,578 Matching Annotations
  1. Aug 2019
  2. Jul 2019
    1. 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.

    1. 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

    1. 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.

    1. 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.

    1. 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

  3. sg.inflibnet.ac.in sg.inflibnet.ac.in
  4. Jun 2019
    1. The a-PMB chain was subjected to acid-acetone treatment to separate the heme from the a globin. Briefly, a solution of concentrated a-PMB chain (5 ml; 30 mg/ml) was added dropwise to I 00 ml of thoroughly chilled acid-acetone solution (0.5% v/v HCI in acetone) with constant shaking, and then incubated at -20°C for 30 min to allow complete precipitation of the globin. The precipitated globin was isolated by centrifugation at 7000 rpm (4°C) for 15 min and the supernatant containing soluble heme was discarded
  5. May 2019
    1. enginethatistheproblembut,rather,theusersofsearchengineswhoare.Itsuggeststhatwhatismostpopularissimplywhatrisestothetopofthesearchpile
      • I wanted to highlight the previous sentence as well, but for some reason it wouldn't let me*

      I understand why the author is troubled by the campaign's opinion of "It's not the search engines fault". It makes it seem as if there was nothing that could be done to stop promoting those ideas, and that if something is popular it will just have to be the result at the top.

      This can be problematic, as people who were not initially searching that specific phrase may click through to read racist, sexist, homophobic, or biased information (to just name a few) that perpetuates inaccuracies and negative stereotypes. It provides easier access into dangerous thinking built on the foundations of racism, sexism, etc.

      If the algorithms are changed or monitored to remove those negative searches, the people exposed to those ideas would decrease, which could help tear down the extreme communities that can build up from them.

      While I do understand this view, I also think that system can be helpful too. All the search engine does is reflect the most popular searches, and if negative ideals are what people are searching, then we can become aware and direct their paths to more educational and unbiased sources. It could be interesting to see what would happen if someone clicked on a link that said "Women belong in the kitchen", that led them to results that spoke about equality and feminism.

    1. 'Sam!' he called. 'Pippin! Merry! Come along! Why don't you keep up?'10There was no answer. Fear took him, and he ran back. As he struggled on he called again, and kept on calling more and more frantically. He was weary, sweating and yet chilled. It was wholly dark.'Where are you?' he cried out miserably.There was no reply. He stood listening. He was suddenly aware that it was getting very cold, and that up here a wind was beginning to blow, an icy wind. A change was coming in the weather. The mist was flowing past him in shreds and tatters. His breath was smok­ing.11 He looked up and saw with surprise that faint stars were ap­pearing overhead amid the strands of hurrying cloud and fog. Oat of the east the biting wind was blowing.'Where are you?' he cried again, both angry and afraid.'Here!' said a voice, deep and cold, that seemed to come out of the ground. 'I am waiting for you!''No!' said Frodo; but he did not run away. His knees gave,12 and he fell on the ground. Nothing happened, and there was no sound. Trembling he looked up in time to see a tall dark figure like a shadow against the stars. It leaned over him. He thought there were two eyes, very cold though lit with a pale light that seemed to come from some remote distance. Then a grip stronger and colder than iron seized him. The icy touch froze his bones, and he remembered no more.When he came to himself again, for a moment he could recall nothing except a sense of dread. Then suddenly he knew that he was imprisoned, caught hopelessly; he was in a barrow. A Barrow-wight had taken him, and he was probably already under the dreadful spells of the Barrow-wights about which whispered tales spoke. Hedared not move, but lay as he found himself: flat on his back upon a cold stone with his hands on his breast.As he lay there, thinking and getting a hold on himself, he no­ticed all at once that the darkness was slowly giving way:13 a pale greenish light was growing round him. He turned, and there in the cold glow he saw lying beside him Sam, Pippin, and Merry.There was a loud rumbling sound, as of stones rolling and fal­ling, and suddenly light streamed in. A low door-like opening appeared at the end of the chamber beyond Frodo's feet; and there was Tom's head against the light of the sun rising red behind him.'Come, friend Frodo!' said Tom. 'Let us get out on to the clean grass! You must help me bear them.' Together they carried out Merry, Pippin and Sam. To Frodo's great joy the hobbits stirred, robbed their eyes, and then suddenly sprang up. They looked about in amazement. 'What in the name of wonder?14 began Merry. 'Where did you get to, Frodo?''I thought that I was lost', said Frodo; 'but I don't want to speak of it.' But Tom shook his head, saying: 'Be glad, my merry friends, and let the warm sunlight heat now heart and limb! Cast off these cold rags! Run naked on the grass!'
    1. A stock solution of xylose (1 mg mL-1) was prepared in distilled water. A dilution series ranging from 100-1000 μg mL-1 was prepared from the stock solution. To 1 mL of solution, 1mL of DNSA was added and kept in a boiling water bath for 10 min and then 400 μL of sodium potassium tartrate solution was added and kept it for cooling. The absorbance was recorded in a spectrophotometer (Shimadzu, UV-VIS) at 540 nm