DOI: 10.1016/j.isci.2024.110112

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DOI: 10.1016/j.isci.2024.110112

Resource: AB_3099430

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DOI: 10.1016/j.isci.2024.110112

Resource: AB_3099434

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DOI: 10.1016/j.isci.2024.110112

Resource: AB_3099432

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DOI: 10.1016/j.isci.2024.110112

Resource: AB_3099435

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DOI: 10.1016/j.isci.2024.110112

Resource: (Proteintech Cat# 10442-1-AP, RRID:AB_2206609)

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DOI: 10.1016/j.isci.2024.110112

Resource: AB_3069784

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What is this?

DOI: 10.1016/j.isci.2024.110112

Resource: AB_3099428

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What is this?

DOI: 10.1016/j.isci.2024.110112

Resource: (ZSGB-Bio Cat# ZB-2301, RRID:AB_2747412)

Curator: @AniH

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What is this?

DOI: 10.1016/j.isci.2024.110087

Resource: RRID:BDSC_26250

Curator: @scibot

SciCrunch record: RRID:BDSC_26250

What is this?

DOI: 10.1016/j.isci.2024.110087

Resource: RRID:BDSC_56318

Curator: @scibot

SciCrunch record: RRID:BDSC_56318

What is this?

DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 5137,RRID:BDSC_5137)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 65403,RRID:BDSC_65403)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 6595,RRID:BDSC_6595)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 25750,RRID:BDSC_25750)

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DOI: 10.1016/j.isci.2024.110087

Resource: BDSC_58205

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 31853,RRID:BDSC_31853)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 25551,RRID:BDSC_25551)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 33095,RRID:BDSC_33095)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 33132,RRID:BDSC_33132)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 23424,RRID:BDSC_23424)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 23638,RRID:BDSC_23638)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 24590,RRID:BDSC_24590)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 24205,RRID:BDSC_24205)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 56583,RRID:BDSC_56583)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 32713,RRID:BDSC_32713)

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DOI: 10.1016/j.isci.2024.110087

Resource: RRID:BDSC_81249

Curator: @scibot

SciCrunch record: RRID:BDSC_81249

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 27818,RRID:BDSC_27818)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 24580,RRID:BDSC_24580)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 25212,RRID:BDSC_25212)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 10046,RRID:BDSC_10046)

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DOI: 10.1016/j.isci.2024.110087

Resource: RRID:BDSC_23473

Curator: @scibot

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What is this?

DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 26453,RRID:BDSC_26453)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 10975,RRID:BDSC_10975)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 41744,RRID:BDSC_41744)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 23842,RRID:BDSC_23842)

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DOI: 10.1016/j.isci.2024.110087

Resource: (BDSC Cat# 42420,RRID:BDSC_42420)

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DOI: 10.1016/j.isci.2024.110087

Resource: (Molecular Probes Cat# A-11120, RRID:AB_221568)

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DOI: 10.1016/j.isci.2024.110087

Resource: GraphPad Prism (RRID:SCR_002798)

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DOI: 10.1016/j.isci.2024.110087

Resource: Microcal Origin (RRID:SCR_002815)

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SciCrunch record: RRID:SCR_002815

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DOI: 10.1016/j.isci.2024.110087

Resource: (Molecular Probes Cat# A-11011, RRID:AB_143157)

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DOI: 10.1016/j.isci.2024.110087

Resource: (Takara Bio Cat# 632496, RRID:AB_10013483)

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DOI: 10.1016/j.isci.2024.110087

Resource: (Thermo Fisher Scientific Cat# A32723, RRID:AB_2633275)

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DOI: 10.1021/jacs.3c13380

Resource: SCR_012716

Curator: @scibot

SciCrunch record: RRID:SCR_012716

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DOI: 10.1021/acsnano.3c10650

Resource: University of British Columbia Vancouver Bioimaging Core Facility (RRID:SCR_021304)

Curator: @scibot

SciCrunch record: RRID:SCR_021304

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DOI: 10.1021/acs.jproteome.4c00075

Resource: Northwestern University Biological Imaging Core Facility (RRID:SCR_017767)

Curator: @scibot

SciCrunch record: RRID:SCR_017767

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DOI: 10.1021/acs.jnatprod.3c00947

Resource: Ambystoma Genetic Stock Center (RRID:SCR_006372)

Curator: @scibot

SciCrunch record: RRID:SCR_006372

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DOI: 10.1021/acs.jnatprod.3c00947

Resource: (AGSC Cat# 100E,RRID:AGSC_100E)

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DOI: 10.1021/acs.jmedchem.4c00120

Resource: VassarStats (RRID:SCR_010263)

Curator: @scibot

SciCrunch record: RRID:SCR_010263

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DOI: 10.1021/acsinfecdis.4c00079

Resource: Colorado State University Analytical Resources Core Facility (RRID:SCR_021758)

Curator: @scibot

SciCrunch record: RRID:SCR_021758

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DOI: 10.1021/acsbiomaterials.3c01433

Resource: (IZSLER Cat# BS CL 198, RRID:CVCL_3708)

Curator: @scibot

SciCrunch record: RRID:CVCL_3708

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DOI: 10.1021/acs.bioconjchem.3c00549

Resource: Cornell University BRC Genomics Core Facility (RRID:SCR_021727)

Curator: @scibot

SciCrunch record: RRID:SCR_021727

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DOI: 10.1021/acs.biochem.3c00718

Resource: RRID:Addgene_92414

Curator: @scibot

SciCrunch record: RRID:Addgene_92414

What is this?

DOI: 10.1021/acs.biochem.3c00512

Resource: Addgene_48753

Curator: @scibot

SciCrunch record: RRID:Addgene_48753

What is this?

DOI: 10.1021/acsami.4c01388

Resource: (ATCC Cat# TIB-71, RRID:CVCL_0493)

Curator: @scibot

SciCrunch record: RRID:CVCL_0493

What is this?

DOI: 10.1021/acsami.4c01388

Resource: (DSMZ Cat# ACC-441, RRID:CVCL_2128)

Curator: @scibot

SciCrunch record: RRID:CVCL_2128

What is this?

DOI: 10.1021/acsami.3c14387

Resource: Addgene_118520

Curator: @scibot

SciCrunch record: RRID:Addgene_118520

What is this?

DOI: doi.org/10.1021/acsabm.3c00944

Resource: Vermont University Larner College of Medicine Microscopy Imaging Center Core Facility (RRID:SCR_018821)

Curator: @scibot

SciCrunch record: RRID:SCR_018821

What is this?

DOI: 10.1186/s13059-024-03305-8

Resource: RRID:Addgene_34635

Curator: @olekpark

SciCrunch record: RRID:Addgene_34635

What is this?

DOI: 10.1002/advs.202301708

Resource: RRID:Addgene_12259

Curator: @olekpark

SciCrunch record: RRID:Addgene_12259

What is this?

Emotional labor: important, yet vulnerable. Requires the teacher to induce or suppress feelings in order to maintain relationships. Not just acting, but actually experiencing the necessary feelings

Research question: What is the nature and importance of teacher-student relationships? How do teachers feel about educational changes and change processes in terms of their impact on these relationships?

Family Typewriter Repair Business Forced to Relocate After Rent Increase by [[Nic Cha Kim]] for Spectrum News 1 on 2019-04-16

Highland Park repair shop enjoys a typewriter revival by [[The Eastsider]]

Shift in the pattern of emotional response to: Trigger ---> Physical Condition OR Classroom Environment --> Emotional Response----> Reflection on deeper issues OR Less Effective coping strategies----> (If reflection) More effective coping strategies

Trigger ---> Physical Condition OR Classroom Environment --> Emotional Response----> Reaction

3 triggers for emotional episodes: 1. student misbehavior, 2. academic failure, 3. feeling a lack of control

2 factors that influence emotional episodes: 1. classroom environment, 2. teacher's physical state Tangible (organization, disruptions, seating chart) & Intangible (student attendance, temperature, classroom procedures, time of day) elements

Method: S-STTEP (self-study of teaching and teacher education). Why? It helps highlight contextual factors, an interactionist approach, allows for personal exploration and deep reflection

node 2, I guess

I think that this is the most important thing to understand as a teacher. Being able to be humble and understand that sometimes a specific lesson or explanation of a step isn't working for the students. Being able to step back and reteach or change the plans to best fit the students needs is important. Assessments help us recognize when the lesson is not working and being able to adapt on the spot is best for the students.

I think this is such a great way to explain how teachers are facilitators for learning. With arts education its important to remember that teachers should guide the students to make creative choices and encourage them to make intentional decisions by asking the questions throughout their process. Then providing them feedback on how to make their next project better helps them be more prepared to handle tasks in the future.

I love the comparison between the open ended directive and the question response. I think these could be used best with different ages or different levels of mastery of a skill. If the students are newly learning a skill or younger elementary students, having them receive an open ended directive as their feedback can be more helpful because they are still reaching understanding of the skill. By explaining why they should follow this direction and make these changes allows the students to better understand how to self correct in the future. With the question as a feedback responce, the students ideas are challanged as they elaborate on their decisions. This can help the teacher to better understand the decision and explain to the students the way that choice is perceived by their audience. This seems like a n easier response for students who are familiar with the creative process they are working with and are older elementary students. How do you think the decision between these feedback options should be made?

I love the way this is explained. I think as teachers this is exactly what we need to be doing. It's important to be constantly aware of how the students are responding to the information and if they are catching on so we can adapt and respond to their learning needs. being able to be aware of the students as a whole is important while also managing an awareness of specific learner difficulties that should be addressed during small group or individualized instruction.

These steps seems to be focused on addressing a very specific problem of practice. I see this step as being very important to establish buy in. If it were just general instructional improvement or with our teacher candidates I suppose this could maybe be goal setting or establishing the areas of coaching focus.

At most schools I have worked at coaches primarily work as coaches and do little instruction. I can see the benefit of having coaches as a member of the teaching community as well.

So often in the schools I have been in coaching is seen as more of a burden. While many teachers would say their coaches give them good advice, the coaching is also a major source of stress for already overwhelmed teachers. I wonder how to shift this practice so that this "my head would not be above water without my coach" can be a reality.

How could this be implemented for mentor teachers as they are most always with their classroom? Maybe if classroom teachers are part of a peer coaching model themselves they would be able to bring the perspective of other classrooms as well. This would also prepare student teachers to address a variety of classrooms as only having the perspective of one classroom is rather limited.

This is why I think it is so important for principals to have a lot of experience teaching in a classroom setting. Principals cannot be instructional leaders without years of instructional experience.

two targs at the nightwatch and one in essos, they really are scattered, but i wnt dany to meet aemon

both joined things where you had to forfeit love...

HES DECIDING RN

they protect the realm from the dead

LMAO

TARTH

exactly what happened with jon and mormont

he's honored in some way

TWO marriages?? nah thats too much

thats insane

you'd live if you did

please shut up omfg

ewww

yeahh

the black cat arya followed maybe?

OMG WAIT HAVE VARYS SEND THE LETTER THO IK HE'LL READ IT BUT PLS JON NEEDS TO KNOWWWW

he wanted catelyn as commander

um well

poor elia :(

sure....

glad he supports her

:(( you won't

yeah..

ned stark typa thoughts

YES

yess

he's too good for them

right like wtf

yeah humans die like tf

bro what rickon gonna say

oh no

like a kid asking for a new pet

WHAT is the goal??

katy perry ahh words

NOOOO

he's come full circle

მსოფლიოში ბევრი ქვეყანა, ისევე როგორც საქართველო, დგას დეპოპულაციის წინაშე. ისეთი ფაქტორების გამო, როგორიცაა მიგრაცია, შობადობის კლება, კლიმატის ცვლილება, უმუშევრობა და ეკონომიკური გარემოებები. შედეგადვირებთ მოსახლეობას, რომელიც უფრო და უფრო ბერდება, სანამ ის იზრდება შობადობისა და მიგრაციის გამო. ეს პოსტი ადარებს შვეიცარიის ალპების მთის სოფლების დემოგრაფიულ ცვლილებას საქართველოს მთიან რეგიონებთან. ბოლოდროინდელი მონაცემებიტ მთის ცხოვრება უფრო და უფრო პოპულარული ხდება, წინა წლებთან შედარებით.

მოცემულ სტატიაში საუბარია ღვინის ტურიზმზე, რომელსაც შეუძლია დარგის განვიტარებაში მნიშვნეოვანი წვლილი შეიტანოს. რა სარგებლის მოტანა შეუძლია ღვინის ტურიზმს და რა აფერხებს მის განვითარებას? საქართველო მრავალფეროვანი ვააზის ჯიშებით და შესაბამისად მრავალფეროვანი ღვინითაც გამოირჩევა. რაც ხშირად ტურისტების დაინტერესების მიზეზეიც ხდება. ქართულ ღვინოს დიდი მომავალი აქვს ევროპაში რეალიზაციისთვის, რაც ჩვენს ეკონომიკურ მდგომარეობაზეც აისახება.

https://taz.de/Ende-Gelaende-ueber-Verfassungsschutz/!6017628/

https://www.liberation.fr/international/europe/en-suede-la-lucrative-mais-ravageuse-deforestation-qui-ne-dit-pas-son-nom-20240629_RVA6BQ2FXNBEXLBVECA3IYVWTU/

I feel like this sums up the role of a teacher mentor for student teachers.

I love when formal or peer coaches provide resources. However, I also think general teachers are usually good at finding resources for themselves when needed. I do think being careful about providing too many resources is true when coaching student teachers. I have often found myself giving a lot of resources to student teachers without showing them how i found those resources in the first place. I think the skill of finding (or creating) appropriate articles, worksheets, etc is not something that is taught. This type of coaching might be better described as coaching around how to find various resources as well as providing some.

Dear wanderer:

You're looking for http://software.rochus-keller.ch/screenshot_oberon_ide_0.5.1.png

Dear wanderer:

You're looking for http://software.rochus-keller.ch/screenshot_oberon_system_in_debugger.png

Media is still relatively new and therefore the "correct path" for development has not yet been paved which opens it up to opportunity but also to barriers.

Bold

I love the idea of doing this more. It would lower some of the stress that is present with admin is coaching. Does anyone do this in your district? If so, how does it work in practice since teachers are actively teaching throughout the day?

This update is awesome!

The fact that power of thrifty has been unchanged since 1975 shows conservatism.

Attention, interest, desire, action.

Product, price, place, promotion, people, process, physical evidence.

2020 წელს ორი უნივერსიტეტის ერთმანეთთან თანამშრომლობით შეიქმნა ინოვაციური კურსი , რომელიც ორივე უნივერსიტეტისთვის იქნებოდა ხელსაყრელი. ეს არის ციურიხის და ივანე ჯავახიშვილის სახელობის უნივერსიტეტი. ამასთანავე შვეიცარიისა და ჟენევის უნივერსიტეტის დაფინანსებით შექმნილი იქნა აპლიკაცია , რომელიც იქნებოდა დაფინანსებული და ამავე დროს დიდ როლს შეიტანდა სწავლების უფრო მაღალი დონის განვითარებისთვის. კურსის უმთავრეს მიზანს წარმოადგენს ის , რომ გაუმჯობესდეს სოციალური და პოლიტიკური საკითხები და ასევე კრიტიკული აზროვნება . ეს ყოველივე მაქსიმალურად დაეხმარება იმ მაღალმთიან რეგიონებს , რომლებსაც აუცილებლად სჭირდებათ ეს ყოველივე ფაქტორი. 2022წლის პირველ სემესტრში მიღებულ იქნა სტუდენტების გარკვეული ნაწილი . რაც შეეხება სასწავლო პროცესს , განხორციელებული იყო როგორც სალექციო ასევე დისტანციური გრაფიკით. ( თბილისისა და ციურიხის უნივერსიტეტში)

دوتا مختصات داره مثل fsl که یکی unit هست فکر کنم معادل voxcel هست و coordinate system که مثل همون کوردینت هست.

https://www.derstandard.de/story/3000000226462/waldbrand-bedroht-naturschutzgebiet-bei-athen

Mi az, hogy drága?

Ez egy nagyon jó funkció.

.....

შესაბამისად არ არიან ახალგაზრდებიც ინფორმირებულნი თუ რა არის რეალურად არაფორმალური განათლება და ხშირად მათი წარმოდგენა არაფორმალურგანათლებასთან დაკავშირებით მცდარი ან მწირია

დღესაც ამ რეალობის წინაშე ვდგავართ,რადგან უნივერსიტეტების სასწავლო პროგრამები არაა საკმარისი კარიერული წინსვლისთვის, პიროვნული უნარჩვევების გამომუშავებისთვის

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[[Ðubre (Trash) by Marko Vidojkovic]] is not translated from Serbian to anything else it seems. Published 2020. Vidojkovic in exile because of criticising Vucic et al.

https://web.archive.org/web/20240629142207/https://www.fr.de/politik/ich-hatte-nie-angst-um-mein-leben-das-begann-erst-mit-vucics-machtuebernahme-92451403.html

მოცემულ სტატიაში განხილულია, რომ ჩვენი ქვეყნის მოსახლეობის ნაწილმა კანდიდატის სტატუსის მიღებამდე სულაც არ იცის ქვეყნა უკვე შესულია ევროკავშირში თუ არა. როგორც კვლევაში ვხედავთ, წინა წლებთან შედარებით იმ ადამიანების რიცხვი, რომლებსაც საქართველო უკვე ეგონათ ევროკავშირში სულ უფრო შემცირდა. ასევე სტატიაში ვეცნობით, რომ უმაღლესი განათლების მქონე ადამიანები უფრო დაინტერესებულნი არიან ქვეყნის ევროკავშირში შესვლის შესახებ ინფორმაციით, ვიდრე საშუალო ან დაბალი განათლების მქონე ადამიანები.

図4-〇、図15-〇が混ざっていると思います。この本としては4、通算では15だと思うので、どちらかに統一でしょうか。

The mention of integrating tourism with local resources such as agriculture, crafts, and non-tourist services is crucial. This approach not only diversifies economic opportunities but also helps in maintaining the cultural and environmental integrity of the region.

Regarding the assertion that increased tourism can lead to a "boring" landscape, it prompts reflection on the balance between tourism-driven development and preserving the natural allure that initially draws visitors. Laax serves as a pertinent example, illustrating the seasonal transformation from vibrant ski slopes to relatively barren summer landscapes.

https://www.nytimes.com/2024/06/29/climate/supreme-court-epa.html

ამ სტატიაში ვკითხულობთ, როგორ ერწყმის თანამედროვე არქიტექტურა და ალპური ზონა ერთმანეთს. რაც არ უნდა გასაკვირი იყოს, სოფელ ვალსში, სადაც მოსახლეობა 1000 ადამიანს არ აღემატება, ეს მოხერხდა.ამ სოფელს 2012 წელს ამ მიზნით გადაეცა სოფლის განახლების 2012 წლის ჯილდო. ამ სოფელმა შეძლო მოეხდინა აქ ცხოვრების პოპულარიზაცია და ტურიზმის განვითარება. ვფიქრობ, რაც ამ პატარა სოფელმა მოახერხა, მისაბაძი უნდა იყოს სხვა სოფლებისთვისაცმ რადგან ასე სხვებიც მოახერხებენ განვითარებას.

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bán nhiều đồ rẻ mà lời hơn bán ít đồ mắc

Explicit evidence that his colour theory never worked. Oliver cannot be condensed

?

Elio's comment on the use of words to express oneself, on defining (unnecessarily) identity

уменьшать

понятие

дефектный

мастерство

находиться во взаимодействии

живость

усилить

безусловно

содержание

обременять

негативное воздействие

процветать

оживлённый

насыщенный событиями

глобальные перемены

захватывающий

площадка

стекаться

разработка политики

внедрять

обеспечивать

способствовать

улучшить

всеобщее внимание

портрет

большая сумма денег

пусть даже и

оказать поддержку;

совершеннолетие

возведение

рекламирование; пропагандирование; реклама; пропаганда

ощутимые выгоды, выгоды, поддающиеся измерению

сосредотачивать

победитель

переусердствовать

иссякнуть

собираться

I like this line because it really explains how you are expected as a person to almost try and be perfect so you do not affect others around you. All these expectations for people around you that you honestly could not care less about.

This line really stood out to me as you can obviously percieve it many different ways. The way i see it as if you throw something you like out before you make an actual connection with it. Nothing really falls on you.

This shows that the appearance is only important and not what is underneath it which in this case is hygiene. All these chores and rules are so that society can view her as a stereotypical lady that is perfect but they don't actually care what is inside her or what she is actually comprised of.

Only portable and ultra-portables

List: 1. Hermes 3000 (Switzerland) (pre-1965 curved models; square tops are good, though slightly less solid; later plastic frames aren't durable at all) 2. Olympia SM9, SM8 & Monica (Especially pre-1970s) SM8 has tabs on the back. the SM9 are by the spacebars. Best SM9s are green shift keys and knobs.<br /> 3. Olivetti Lettera 32, Lettera DL (Italian better than Spanish) Mexico, Brazil and other countries are lower quality materials<br /> 4. Olympia SM3, SM4, SM2<br /> 5. Imperial Good Companion Model 1<br /> 6. Smith-Corona Super, Silent Super (Series 5); pre-war flat tops too<br /> 7. Olivetti Lettera 22<br /> 8. Brother De Luxe; Brother 200, 210, 220 (no repeat spacers; prefer metal frames) 9. Olympia Traveller de Luxe S (German; not Eastern Europe which were weaker); Olympia Splendid 33, 66, 99<br /> 10. Adler Tippa; Adler Tippa S; Triumph Tippa

Also rans: <br /> - Underwood 3 bank<br /> - Royal P<br /> - Hermes 2000<br /> - Remington Quiet DeLuxe<br /> - Remington Victor S or T<br /> - Hermes Baby (metal frame)<br /> - Halda and Erika M.

I didn't imagine that hypertext could e realted to electronic literature, but I see this is a very intractive way of reading.

Electronic link that directs us to another webpage.