Perception de la couleur et colorimétrie Introduction La couleur est une des choses les plus physiquement intéressantes, car elle est indissociable de celui qui la regarde. Là où le platonisme tend à pousser les mathématiciens vers la notion d'une réalité objective des mathématiques, et les physiciens vers une réalité objective des lois physiques, la couleur est, elle, indissociable de l'observateur. Anzo views Web Dashboards That Do Much More Looking to do some serious analysis of data scattered across Excel spreadsheets? Anzo web dashboards give you everything you'd expect from a state-of-the-art business reporting tool, and much more. Like most reporting tools, Anzo lets non-technical users create new tables, charts, and drill-downs in minutes. You can also choose from eight different types of filters to quickly narrow down your data to what's most relevant to you. Unlike other tools, Anzo dashboards are designed primarily for ease of use.
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El burdel más grande de Europa estaba en Valencia - valenciabonita Hace algún tiempo leí un artículo en la revista digital “Valencia Plaza” que despertó mi curiosidad e interés. Hasta aquel artículo, obra del periodista Carles Aimeur y publicado el 21-3-2014, me condujo uno que leí de Josue Ferrer, donde se hablaba de un tema tabú y poco oído en la historia de nuestra ciudad, Valencia, bajo el nombre de: “La Pobla de les fembres pecadrius (la Puebla de las hembras pecadoras)”. Fue entonces cuando me aventuré a escribir sobre ese tema en otra revista digital en la cual trabajé. Y es que el tema del que os voy a hablar a continuación puede que a muchos os suene y puede que otros desconozcáis que Valencia, entre 1356 y 1671, fue Babilonia, o dicho de otro modo: Éramos potencia mundial en el turismo sexual. En un principio la ciudad tenía comprendidas zonas en las afueras, por discriminación y rechazo.
50 Great Examples of Data Visualization Wrapping your brain around data online can be challenging, especially when dealing with huge volumes of information. And trying to find related content can also be difficult, depending on what data you’re looking for. But data visualizations can make all of that much easier, allowing you to see the concepts that you’re learning about in a more interesting, and often more useful manner.
The Flipped Class: Myths vs. Reality Editor's Note: On the heels of our viral posts in over 100 countries about the flipped classroom earlier this year (links below), we asked Jon Bergmann if he could share some of the feedback he was receiving in light of the notable interest about this topic. The timing couldn't have been more perfect since he was about to leave for a conference about you-guessed-it, the flipped class. Here is Part 1 of our three part series The Daily Riff. See Part 2 and 3 links below. - C.J. Westerberg The Flipped Class: What it is and What it is Not The Reflective Teacher: A Taxonomy of Reflection (Part III) reflective teacher Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing!
The Reflective Student: A Taxonomy of Reflection (Part II) reflective student Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals (Part I) My approach to staff development (and teaching) borrows from the thinking of Donald Finkel who believed that teaching should be thought of as “providing experience, provoking reflection.” He goes on to write, … to reflectively experience is to make connections within the details of the work of the problem, to see it through the lens of abstraction or theory, to generate one’s own questions about it, to take more active and conscious control over understanding. ~ From Teaching With Your Mouth Shut Over the last few years I’ve led many teachers and administrators on classroom walkthroughs designed to foster a collegial conversation about teaching and learning. The walkthroughs served as roving Socratic seminars and a catalyst for reflection. But reflection can be a challenging endeavor.
Where is reflection in the learning process? Today, we finished the second week of an interpersonal communications course. The students in the course are first term college students, a few fresh out of high school. As is my common practice, I end my week of instruction with reflective questions for the students: