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Web 2.0 ... The Machine is Us/ing Us

Web 2.0 ... The Machine is Us/ing Us

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BICS and CALP explained              J. Cummins  Bilingual Education Web i teach i Jim Cummins Homeresources contact Jim Cummins University of Toronto Make a Joule thief. In the November 1999 issue of EPE (Everyday Practical Electronics), a small and intriguing circuit was published in the Ingenuity Unlimited section by Z. Kaparnik. It was a very small implementation of a typical transformer feedback single transistor invertor. The transformer was a standard ferrite bead with two windings wound on it and the circuit was using the high voltage pulse generated when the transistor turns off to light an LED from a single 1.5V battery.

A Copyright-Friendly Toolkit However fabulous Creative Commons and Public Domain content may be, sometimes you really need to use copyrighted material. Say you plan to comment on popular media or current events. For instance, you may be planning to critique the portrayal of Native Americans in commercial films.

How To Turn Any Page into a Feed with RSS Scraping Although RSS scraping (or feed scraping) sounds like some sort of especially unpleasant dental procedure, it is in fact an indispensable trick for accessing regularly-updated content. This post describes what it is, why you might want to do it, and gives an example of a service that makes feed scraping easy. RSS (Really Simple Syndication) is, as I’ve argued before, the key technology for quickly keeping up with online content. (See also George on RSS and online services, Lincoln Mullen on RSS and academic journals, and Mark on RSS and your library’s catalog.)

Article: Skills for CLIL In this article John Clegg outlines the language and learning skills which a learner learning a subject through the medium of English as a second language (L2) requires. 1. Introduction What I want to do in this article is outline the language and learning skills which a learner learning a subject through the medium of English as a second language (L2) will need.

SuperCard DS(ONE) - - Wiki From Wiki The SuperCard DS (one) compatibility list is a record of Nintendo DS ROM, homebrew and microSD/TransFlash card compatibility with the SuperCard DS one. Feel free to add to or edit this list if you have tested a ROM, homebrew or microSD/TransFlash card; please be sure to fill out all fields and add any extra information if necessary.

Give CLIL time Rosie Tanner and Liz Dale are Content and Language Integrated Learning (CLIL) consultants and teacher trainers based in the Netherlands. They are the authors of CLIL Activities: A resource book for subject and language teachers. In today’s post, Rosie and Liz look at the value of ‘slowing down’ in the classroom, in the context of CLIL. A personal resolution of ours recently is (yet again) to slow down. This video, “Creativity requires time” caught our attention, because it shows that slowing down actually can help creativity.

Thesis Statements and Important Quotes from 1984 by Orwell Below you will find four outstanding thesis statements / paper topics for 1984 by George Orwell that can be used as essay starters or paper topics. All five incorporate at least one of the themes found in Orwell's 1984 and are broad enough so that it will be easy to find textual support, yet narrow enough to provide a focused clear thesis statement. These thesis statements for offer a short summary of 1984 in terms of different elements that could be important in an essay. You are free to add your own analysis and understanding of the plot or themes to them. Using the essay topics below in conjunction with the list of important quotes from 1984 by George Orwell, you should have no trouble connecting with the text and writing an excellent essay.

What is CLIL? Defining CLIL Content and Language Integrated Learning is an umbrella term which encompasses any activity in which a foreign language is used as a tool in the learning of a nonlanguage subject, where both language and subject have a joint role (Marsh 2002:58).The adoption of a specific term was a move towards defining more clearly the nature of CLIL midst a plethora of related approaches such as content-based instruction, immersion, bilingual education and so on. Whilst CLIL shares certain aspects of learning and teaching with these, in essence it operates along a continuum of the foreign language and the non-language content without specifying the importance of one over another. In the CLIL Compendium there are 5 dimensions based on issues relating to culture, environment, language content and learning. Each of these includes a number of focus points realized differently according to 3 major factors: age-range of learners, socio-linguistic environment, and degree of exposure to CLIL.

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