The document discusses the 90/10 principle, which states that 10% of life is made up of external events outside our control, while 90% is determined by our reactions to those events. It provides an example of how reacting negatively to a spilled cup of coffee can ruin the whole day, while responding positively avoids stress and conflict. The key message is that while we cannot control what happens, we can control how we respond, which significantly impacts our experiences. Applying the 90/10 principle by not letting negative external events affect us can result in a more positive and stress-free life.
Rio's Pact is a collaborative governance initiative that aims to promote the integrated and sustainable development of Rio de Janeiro. It brings together representatives from academia, nonprofit organizations, government agencies, private sector companies, communities, and international groups to coordinate policies and programs. The Pact operates through working groups focused on issues like security, economic opportunities, and communication. It seeks to transition from a centralized model of governance to one that is more distributed and participatory. The ultimate goals are to improve connections between actors, foster greater social inclusion, and integrate communities across the city.
The document discusses the 90/10 principle, which states that 10% of life is made up of external events outside our control, while 90% is determined by our reactions to those events. It provides an example of how reacting negatively to a spilled cup of coffee can ruin the whole day, while responding positively avoids stress and conflict. The key message is that while we cannot control what happens, we can control how we respond, which significantly impacts our experiences. Applying the 90/10 principle by not letting negative external events affect us can result in a more positive and stress-free life.
Rio's Pact is a collaborative governance initiative that aims to promote the integrated and sustainable development of Rio de Janeiro. It brings together representatives from academia, nonprofit organizations, government agencies, private sector companies, communities, and international groups to coordinate policies and programs. The Pact operates through working groups focused on issues like security, economic opportunities, and communication. It seeks to transition from a centralized model of governance to one that is more distributed and participatory. The ultimate goals are to improve connections between actors, foster greater social inclusion, and integrate communities across the city.
There are several ways that mountains can form, including through fault-block formation, folding, uplifting, and volcanic activity. Fault-block mountains are formed when huge tilted rock blocks are separated by faults. Folded mountains are created by compression forces that fold rock layers. Uplifted mountains occur when forces push up the earth's crust, allowing sedimentary rock to erode and leaving igneous or metamorphic rock exposed. Volcanic mountains are cone-shaped features composed of layered lava.
The document introduces BlueBox Payroll, a payroll module. It discusses BlueBox's development approach to address gaps in existing payroll offerings through rapid application development, scalability, flexibility, and global applicability. It outlines the key components of the payroll module, including the payroll toolbar, earnings, benefits, deductions, tax tables, outputs, payslips, and integration with other modules. Future plans include additional payroll run types and reports, bank exports, personnel management features, and HR accounting.
The document discusses promoting a personal brand through defining key traits, purpose, and benefits to others. It provides a formula for exploring one's personal brand and an example. It then lists tools for promoting a powerful personal brand through email marketing, communities, and live events. The overall message is about shaping one's reputation and standing out through strategic personal branding.
The document discusses various landforms and geological features found on Mars, and compares them to similar features on Earth. It provides evidence that liquid water once existed on the surface of Mars, including images of Martian pack ice and measurements showing the Martian poles melted 20 million years ago. It also notes that erosion by wind is actively shaping the surface of Mars today, as seen in dune formations with multiple layers of smaller sand bedforms.
The ADM Grain Training Drill 2008 is a document by DJ McCalla that provides training on a grain drill from ADM. The document likely outlines the key features and functions of the grain drill, safety procedures for operating it, and best practices for using it effectively to plant crops.
The document appears to be a portfolio from Bradley H. Olsen-Ecker showing logos and designs he has created for various clients. It includes logos for organizations like the Women's Business Development of Connecticut, the Scrimshaw Restaurant, and Ruth Sherman Associates, as well as designs for brands like Ralph Lauren Tuxedo Perfume and the Blue Man Group. Each entry briefly describes the client, the design created, and how it was used.
The students were asked to list the seven wonders of the world. Most voted for well-known structures like the pyramids and Great Wall of China. However, one student listed senses and emotions as the true wonders: to see, hear, touch, taste, feel, laugh, and love. Her answer reminded others that the most precious things in life cannot be built or bought, like our basic human experiences.
This document summarizes a presentation given at the European Wind Energy Conference on navigating interconnection and transmission processes in major US electricity markets. It provides an overview of key transmission policy issues, the Federal Energy Regulatory Commission's generator interconnection process, and regional interconnection processes in MISO, SPP, CAISO, PJM, and ERCOT. It also discusses challenges such as queue clogging and the importance of industry organizations in responding to barriers to wind energy development.
Prezentacja poświęcona różnicom pomiędzy astronomią i astrologią oraz temu, dlaczego w naszym pozornie racjonalnym świecie astrologia jest wciąż tak popularna.
As part of EUNIC’s program “Think Social. Act Business”, policy influencers and social organisations, researchers from across Europe will come together in Athens for a one day policy dialogue and parallel workshops to share and learn from experiences in the Social Enterprise sector in the region.
The project builds on the special focus of the European Commission on Social Economy Development, and responds to an evidenced need for 1) increased opportunities for sharing expertise and 2) a need to develop the support structures that allow social enterprises to flourish and 3) the opportunity for transnational capacity building of the social entrepreneurship ecosystem.
The conference is supported by the Austrian Embassy in Athens, the British Council, Goethe Institute, Italian Cultural Institute, Instituto Cervantes, Konrad-Adenauer-Stiftung, the Polish Embassy in Athens, the Anna Lindh Foundation, 180°, Municipality of Athens and Athens Development and Destination Management Agency and John S. Latsis Public Benefit Foundation.
The document provides guidance for evaluating the EU-UNAWE astronomy awareness programme. It outlines domains of learning including motivation, scientific skills, knowledge, and intercultural attitudes. Evaluation methods are suggested to gather evidence from children and teachers. For children, options include pre-and post-activity drawings, observations during games or activities, and optional surveys. For teachers, a survey is provided. The goal is to demonstrate the programme's impacts in a way that combines data from different locations and activities.
Astronomy curricula for different ages and cultural backgroundsJacekKupras
This document outlines astronomy curricula for different age groups and cultural backgrounds developed by EUNAWE Germany. It provides guidelines for teaching astronomy concepts to children ages 4-10 in a developmentally appropriate way that links both mythical and scientific thinking. Younger children ages 4-6 focus on observational skills and classification through stories and pretend play. Children ages 6-8 learn about the earth, sun, moon and planets through models and explanations while inspiring curiosity in astronomy. For ages 8-10, the curriculum emphasizes abstract thinking through hands-on observations, models, explanations and biographies of astronomers while introducing more advanced topics like other solar systems. The overall approach aims to foster interest in science, global citizenship and intercultural understanding.
There are several ways that mountains can form, including through fault-block formation, folding, uplifting, and volcanic activity. Fault-block mountains are formed when huge tilted rock blocks are separated by faults. Folded mountains are created by compression forces that fold rock layers. Uplifted mountains occur when forces push up the earth's crust, allowing sedimentary rock to erode and leaving igneous or metamorphic rock exposed. Volcanic mountains are cone-shaped features composed of layered lava.
The document introduces BlueBox Payroll, a payroll module. It discusses BlueBox's development approach to address gaps in existing payroll offerings through rapid application development, scalability, flexibility, and global applicability. It outlines the key components of the payroll module, including the payroll toolbar, earnings, benefits, deductions, tax tables, outputs, payslips, and integration with other modules. Future plans include additional payroll run types and reports, bank exports, personnel management features, and HR accounting.
The document discusses promoting a personal brand through defining key traits, purpose, and benefits to others. It provides a formula for exploring one's personal brand and an example. It then lists tools for promoting a powerful personal brand through email marketing, communities, and live events. The overall message is about shaping one's reputation and standing out through strategic personal branding.
The document discusses various landforms and geological features found on Mars, and compares them to similar features on Earth. It provides evidence that liquid water once existed on the surface of Mars, including images of Martian pack ice and measurements showing the Martian poles melted 20 million years ago. It also notes that erosion by wind is actively shaping the surface of Mars today, as seen in dune formations with multiple layers of smaller sand bedforms.
The ADM Grain Training Drill 2008 is a document by DJ McCalla that provides training on a grain drill from ADM. The document likely outlines the key features and functions of the grain drill, safety procedures for operating it, and best practices for using it effectively to plant crops.
The document appears to be a portfolio from Bradley H. Olsen-Ecker showing logos and designs he has created for various clients. It includes logos for organizations like the Women's Business Development of Connecticut, the Scrimshaw Restaurant, and Ruth Sherman Associates, as well as designs for brands like Ralph Lauren Tuxedo Perfume and the Blue Man Group. Each entry briefly describes the client, the design created, and how it was used.
The students were asked to list the seven wonders of the world. Most voted for well-known structures like the pyramids and Great Wall of China. However, one student listed senses and emotions as the true wonders: to see, hear, touch, taste, feel, laugh, and love. Her answer reminded others that the most precious things in life cannot be built or bought, like our basic human experiences.
This document summarizes a presentation given at the European Wind Energy Conference on navigating interconnection and transmission processes in major US electricity markets. It provides an overview of key transmission policy issues, the Federal Energy Regulatory Commission's generator interconnection process, and regional interconnection processes in MISO, SPP, CAISO, PJM, and ERCOT. It also discusses challenges such as queue clogging and the importance of industry organizations in responding to barriers to wind energy development.
Prezentacja poświęcona różnicom pomiędzy astronomią i astrologią oraz temu, dlaczego w naszym pozornie racjonalnym świecie astrologia jest wciąż tak popularna.
As part of EUNIC’s program “Think Social. Act Business”, policy influencers and social organisations, researchers from across Europe will come together in Athens for a one day policy dialogue and parallel workshops to share and learn from experiences in the Social Enterprise sector in the region.
The project builds on the special focus of the European Commission on Social Economy Development, and responds to an evidenced need for 1) increased opportunities for sharing expertise and 2) a need to develop the support structures that allow social enterprises to flourish and 3) the opportunity for transnational capacity building of the social entrepreneurship ecosystem.
The conference is supported by the Austrian Embassy in Athens, the British Council, Goethe Institute, Italian Cultural Institute, Instituto Cervantes, Konrad-Adenauer-Stiftung, the Polish Embassy in Athens, the Anna Lindh Foundation, 180°, Municipality of Athens and Athens Development and Destination Management Agency and John S. Latsis Public Benefit Foundation.
The document provides guidance for evaluating the EU-UNAWE astronomy awareness programme. It outlines domains of learning including motivation, scientific skills, knowledge, and intercultural attitudes. Evaluation methods are suggested to gather evidence from children and teachers. For children, options include pre-and post-activity drawings, observations during games or activities, and optional surveys. For teachers, a survey is provided. The goal is to demonstrate the programme's impacts in a way that combines data from different locations and activities.
Astronomy curricula for different ages and cultural backgroundsJacekKupras
This document outlines astronomy curricula for different age groups and cultural backgrounds developed by EUNAWE Germany. It provides guidelines for teaching astronomy concepts to children ages 4-10 in a developmentally appropriate way that links both mythical and scientific thinking. Younger children ages 4-6 focus on observational skills and classification through stories and pretend play. Children ages 6-8 learn about the earth, sun, moon and planets through models and explanations while inspiring curiosity in astronomy. For ages 8-10, the curriculum emphasizes abstract thinking through hands-on observations, models, explanations and biographies of astronomers while introducing more advanced topics like other solar systems. The overall approach aims to foster interest in science, global citizenship and intercultural understanding.
EU-Universe Awareness uses astronomy to encourage children's interest in science and technology and foster global citizenship. Its Universe in a Box program provides hands-on activities and materials to teach difficult astronomy concepts simply to children ages 4-10. The program aims to help children understand their place in the greater universe through activities on the moon, earth, sun, planets, and constellations while promoting respect for other cultures and environmental stewardship. Universe in a Box uses a modular approach with inquiry-based learning to gradually expand children's worldview.
Curiosity is a car-sized Mars rover launching in 2011 to explore Gale Crater using a variety of scientific instruments. It will characterize the planet's geology and climate, assess biological potential, and prepare for future human exploration. Curiosity will use a sky crane maneuver for the first precise landing on Mars and employ a nuclear power source to investigate rocks and soil with tools including cameras, a laser, spectrometers, and a drill. The rover is expected to operate for one Martian year, relaying data to Earth via orbiters to further understand if Mars could have supported microbial life.
The document describes a 21st Century Skills Map created by The Partnership in cooperation with the National Science Teachers Association to illustrate the intersection between 21st Century Skills and the core subject of Science. The map was developed through extensive research and feedback from educators and business leaders. It provides examples of how skills like critical thinking, creativity, collaboration, and communication can be integrated into Science learning at various grade levels. The goal is to help students advance their learning in core subjects and prepare for the future.
The document contains details of images taken by camera 3644 to 3697 from March 22, 2012 to April 6, 2012. It lists the date, time, orbit number, camera status and location photographed for each image taken. Many entries note the camera system was unavailable and list locations in Africa, Australia, South America and elsewhere.
This document provides an introduction to a guide for teaching computational thinking concepts through creative computing with Scratch. The guide is organized as a series of 20 sessions covering 5 topics. It introduces Scratch and design-based learning approaches. The document outlines the structure and content of the guide, as well as its origins from workshops hosted by the Scratch team.
1. WorldWide Telescope
Dorota i Jacek Kupras
http://djkupras.blogspot.com/search/label/wwt
1
2. Czym jest WorldWide Telescope?
• WorldWide Telescope - program na
licencji freeware, symulator
planetarium, pozwala na przeglądanie
obszernych zbiorów zdjęd nieba,
panoram oraz trójwymiarowych
modeli planet układu słonecznego.
• W programie udostępniono zdjęcia
m.in. z teleskopów Hubble'a, Spitzera,
Chandra.
• Program pozwala również na
sterowanie teleskopem za pomocą
sterownika ASCOM.
• Autorzy programu twierdzą, że jego
największą zaletą jest możliwośd
integracji danych pochodzących z
różnych źródeł w obrębie jednego
portalu.
• Źródła: Wikipedia
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3. Cechy charakterystyczne WorldWIde
Telescope:
Tym, co wyróżnia WWT jest fakt, że od
początku był on zorientowany na integrację
danych pochodzących z różnorodnych
źródeł.
Źródłami tymi były bazy danych wiodących
obserwatoriów i placówek naukowych.
Autorzy WWT wielokrotnie podkreślają ten
fakt. Twierdzą oni, że WWT jest narzędziem
„demokratyzującym” naukę, umożliwiając z
poziomu jednej aplikacji dostęp do
informacji szerszy niż może to dad jakikolwiek
inny program.
Drugą charakterystyczną cechą WWT jest
silna orientacja na cele edukacyjne. Przy
pomocy tego programu można stosunkowo
łatwo tworzyd prezentacje .
Udostępniono również mechanizmy
ułatwiające dzielenie się nimi.
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4. Twórcy World Wide Telescope
• World Wide Telescope jest rozwijany w
ramach Microsoft Research.
• Podwaliny pod projekt położył
naukowiec James „Jim” Gray.
• Był on informatykiem, który w 1998
roku otrzymał Nagrodę Turinga za
„wkład w dziedzinie teorii baz danych
i przetwarzania transakcyjnego”.
• James Gray pracował dla Microsoftu w
ramach zespołu tworzącego SkyServer.
• To właśnie te prace położyły
fundamenty pod WorldWide
Telescope.
• James Gray był zapalonym żeglarzem.
Zaginął na morzu 28 stycznia 2008
roku.
• WorldWIde Telescope jest
dedykowane jego pamięci.
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5. Twórcy World Wide Telescope
Aktualnie kluczowymi postaciami w zespole rozwijającym WWT są Jonathan Fay i Curtis
Wong. Kadr po prawej pochodzi z prezentacji jaką wygłosił na konferencji TED w 2008
roku. Polecamy obejrzenie prezentacji w całości. Wystarczy kliknąd w powyższe zdjęcie.
Można go również obejrzed offline klikając tutaj.
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6. WWT: Wersje
• World Wide Telescope posiada dwie wersje: jedną możemy uruchomid w przeglądarce.
Widad ją u góry po lewej.
• Druga wersja to tradycyjnie instalowana pod Windows aplikacja. Zrzut ekranowy tej
wersji zamieszczony jest u góry po prawej stronie.
• Jak widad, ich interfejs praktycznie się nie różni.
• Obie wersje wymagają zainstalowania wcześniej technologii Silverlight.
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8. World Wide Telescope Ambassador - materiały edukacyjne
Na dzieo dzisiejszy ambasadorzy tworzą trzy rodzaje pomocy edukacyjnych. Są to materiały
edukacyjne, video tutoriale oraz przewodniki do tworzenia seansów. W ramach polskiego
projektu przetłumaczono m.in. Tour Creation how – to’s, które jest zamieszczone na stronie
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Hands on Universe
9. Reakcje dzieci na WWT.
Archiwum online z powyższymi
filmami prezentacją znajduje się
tutaj:
https://www.cfa.harvard.edu/~a
goodman/Presentations/RGlunc
hSeamless2010/cfa_rg_seamless
10.ppt_media/
Warto obejrzed filmiki
znajdujące się w powyższym
folderze. Szczególnie
sympatycznie wygląda
entuzjastyczna reakcja dzieci na
pytanie, czy podobało im się
tworzenie seansów.
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11. WWT w Polsce
Hands-On Universe Poland stało się pierwszym międzynarodowym partnerem
projektu Uniwersytetu Harvarda z USA. Dzięki prof. Lechowi Mankiewiczowi na
tym portalu udało się umieścid kluczowe tłumaczenia dotyczące programu, jego
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właściwości i główne cechy oraz filmiki instruktażowe.
15. WWT w edukacji
Aktualnie działania edukacyjne związane z WWT można podzielid na:
• Prezentacje dołączone do programu
• Materiały dla szkół „middle” oraz „hight” (gimnazja, licea)
• Program World Wide Telescope Ambassadors
• Przenośne i „domowe” planetaria 19
16. WWT w edukacji: Prezentacje
• U góry widad typy prezentacji dostępnych wewnątrz programu World Wide
Telescope
• Można je również przeglądad z poziomu strony programu
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17. Zastosowanie WWT w zajęciach szkolnych
• Fizyka
• Astronomia
• Geografia
• Przyroda
• Biologia
• Historia
• Język polski
• Sztuka:
plastyka
muzyka
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18. Młodzi ludzie dziś przywykli do dzielenia się swoimi
historiami na MySpace, Facebook, YouTube i innych portalach
społecznościowych. Nauczyciele mają nadzieję, że program WorldWide
Telescope może zachęcid ich do zainteresowania się astronomią. "Nauka ma
złą reputację, gdyż jest ona postrzegana jako suche nagromadzenie faktów",
powiedział Roy R. Gould, ekspert w dziedzinie edukacji nauki z Harvard-
Smithsonian Center for Astrophysics. „WWT jest to środowisko do
wizualizacji pięknego otoczenia, które można zbadad, stworzyd a następnie
je udostępnid”.
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