Courses tagged with "Nutrition" (6413)

This is a project to assist in the design, drawing, modeling and hopefully constructing of a small Community Children's Center near Guayaquil, Ecuador. For the last year, Nicki Lehrer, from MIT's Aero/Astro Department, has been organizing efforts to build the project. The goal of the workshop is to provide her with a full fleshed out design for the community center so it can be built in the summer of 2007.

This course is for anyone interested in learning more about Veterinary Medicine, giving a “taster” of courses covered in the first year of a veterinary degree and an idea of what it is like to study Veterinary Medicine.

¡Si te interesa la educación escolar como espacio para contribuir a una sociedad más justa e inclusiva, este curso es para ti! Sobre todo si crees que es necesario revertir los procesos de segregación, marginación y  fracaso escolar que afectan a tantos alumnos y alumnas.

Este curso te facilitará la comprensión de principios y conceptos clave para el desarrollo de sistemas, centros escolares y prácticas educativas inclusivas

Aprenderás a entender por qué hoy la “educación inclusiva” se va extendiendo por el mundo como el “camino hacia el futuro”, para ayudar a construir sociedades también incluyentes.

Del análisis de ejemplos de exclusión y discriminación escolar y social de muchos grupos (personas con discapacidad, migrantes, alumnas, poblaciones originarias…), sacaremos las lecciones que han de guiar nuevas prácticas escolares para todo el alumnado.

Este curso ofrece conceptos básicos que permiten una aproximación interdisciplinaria, crítica, problematizadora y propositiva para la educación intercultural bilingüe.

La educación intercultural es un enfoque educativo que se viene usando en naciones multiculturales como México, para afrontar problemáticas de desigualdad social, diferencia cultural, racismo y la universalización de la escuela y sus efectos, en el que no solo incluye la atención a las minorías indígenas, sino a la toda la sociedad en su conjunto. Los principales retos son: la democratización del sistema educativo, la trasformación de las inequidades, el acceso a la educación y permanencia.

La formación de los agentes educativos en los conceptos básicos en este campo busca trasformar las prácticas pedagógicas dentro y fuera de la escuela.

Múltiples y diversas manifestaciones muestran que se están produciendo unos profundos cambios en el mundo. El modelo de la sociedad industrial está dejando paso a un nuevo modelo de sociedad, aún difuso, en el que la capacidad de transformar la información en conocimiento es clave. Es fácil deducir que para esta nueva sociedad emergente se necesita un concepto de educación bien distinto al que requería la sociedad industrial. Sin este cambio educativo difícilmente se podrá conseguir satisfactoriamente el cambio y, consecuentemente, instalarse adecuadamente en un mundo que va a alterarse radicalmente.

El curso tiene dos objetivos. El primero es presentar el fenómeno de la transformación de la sociedad que estamos viviendo y los fundamentos para definir el mundo que está emergiendo como el de la sociedad del conocimiento.  La pretensión de la primera parte es disponer de un escenario suficientemente detallado y sólido de lo que está sucediendo y superar así la visión e interpretación triviales que pueda haber sobre un nuevo modelo de sociedad. Sin esta buena base es difícil fundamentar el siguiente objetivo del curso: el papel de la educación.

El objetivo de tratar la educación en este curso es para presentarla en estrecha relación con una intensa crisis cultural que inevitablemente tiene que sobrevenir para que no aumente el desajuste entre el mundo tecnológico -planetario, desigual y contradictorio- que hemos levantado y los valores culturales de otros tiempos con los que queremos mirar e interpretar el mundo de hoy y el que se avecina. Así que se tratará la estrecha relación que hay y debe haber entre educación y cultura. De igual modo se verá en el curso la relación entre tecnología y educación, no desde el punto de vista instrumental, sino cultural.

La pretensión del curso es que de esta observación del fenómeno actual de  cambio, y de la interpretación del papel de la educación para la orientación y control de ese cambio, surjan elementos inspiradores de acciones educativas precisas ajustadas a las múltiples realidades concretas desde las que se están sintiendo los desafíos de vivir en el siglo XXI.

El planteamiento didáctico del curso seguirá la estructura de un viaje por el tiempo, por lugares y también por conceptos que haga ameno el recorrido durante las siete semanas. En cuanto a la parte textual, habrá la experiencia de lectura de piezas multimedia concebidas y escritas para la lectura en pantalla, y especialmente en smartphones y tabletas.

Es imposible estudiar hoy los sistemas educativos contemporáneos sin adoptar su perspectiva supranacional. Las agendas educativas nacionales se ven influenciadas por las propuestas de los organismos internacionales (OI). Este curso ofrece una visión crítica de las acciones educativas principales OI y de cómo influyen en las reformas nacionales, para promover reflexión sobre la generación de corrientes educativas globales.

Contestaremos a las siguientes preguntas:

• ¿Qué es la Educación Supranacional? ¿Existen realmente políticas educativas supranacionales?
• La agenda educativa de la UE: ¿una formación armonizada para el nuevo ciudadano europeo?
• Las acciones educativas de la OEI: ¿cooperación o recolonización educativa?
• Las recomendaciones de la OCDE para la mejora de la educación: ¿se basan verdaderamente en evidencias?
• La UNESCO y sus estrategias educativas globales: ¿retórica o realidad?

This class is offered as CS6460 at Georgia Tech where it is a part of the [Online Masters Degree (OMS)](http://www.omscs.gatech.edu/). Credit for taking this course is conferred only on those that enroll in the degree. The text in the following sections comes from the syllabus for CS6460, located [here](https://www.udacity.com/wiki/ud915). This class is simultaneously an introductory course about educational technology and an advanced, project-oriented class on designing or researching technology's intersection with education. As such, the course provides information about a large number of topics within educational technology, including pedagogical strategies, research methodologies, current tools, open problems, and broader issues. The scope of the material provided goes beyond what any one person could reasonably learn in a semester. Instead, you will select those areas that appeal to you or that support your ultimate project ideas. For example, if you're interested in research, you may focus on the applicable research methodologies to your chosen area of investigation, relevant pedagogical strategies or theories, and the current state-of-the-art within that community. If you're interested in design, you may focus on the relevant pedagogical strategies or theories for your chosen domain, the current popular tools within that domain, and open problems that need to be addressed.

This course is designed to prepare you for a successful student teaching experience. Some of the major themes and activities are: analysis of yourself as a teacher and as a learner, subject knowledge, adolescent development, student learning styles, lesson planning, assessment strategies, classroom management techniques and differentiated instruction. The course requires significant personal involvement and time. You will observe high school classes, begin to pursue a more active role in the classroom in the latter part of the semester, do reflective writings on what you see and think (journal), design and teach a mini-lesson, design a major curriculum unit and engage in our classroom discussions and activities.

This is the final course in the three-course sequence (11.129, 11.130 and 11.131) that deals with the practicalities of teaching students. Areas of study will include: educational psychology, identification of useful resources that support instruction, learning to use technology in meaningful ways in the classroom, finding more methods of motivating students, implementing differentiated instruction and obtaining a teaching job.

A fun and interactive course designed to help you explore the edX learning experience. Perfect to take before you start your course.

EECS149.1x introduces students to the design and analysis of computational systems that are integrated with physical processes.

During the early childhood years children gain knowledge and skills that provide the foundation for later learning. Young children learn many of these skills through the interactions they have with their teachers. This course is intended to increase teachers’ knowledge about specific types of teacher-child interactions that promote young children’s development. The course will focus on helping teachers to offer emotionally supportive interactions to the children in their care.

Effective field theory is a fundamental framework to describe physical systems with quantum field theory. Part I of this course covers common tools used in effective theories. Part II is an in depth study of the Soft-Collinear Effective Theory (SCET), an effective theory for hard interactions in collider physics.

8.EFTx is an online version of MIT's graduate Effective Field Theory course. The course follows the MIT on-campus class 8.851 as it was given by Professor Iain Stewart in the Fall of 2013, and includes his video lectures, resource material on various effective theories, and a series of problems to facilitate learning the material. Anyone can register for the online version of the course. When the course is being taught on campus, students at MIT or Harvard may also register for 8.851 for course credit.

Effective field theory (EFT) provides a fundamental framework to describe physical systems with quantum field theory. In this course you will learn both how to construct EFTs and how to apply them in a variety of situations. We will cover the majority of the common tools that are used by different effective field theories. In particular: identifying degrees of freedom and symmetries, formulating power counting expansions (both dimensional and non-dimensional), field redefinitions, bottom-up and top-down effective theories, fine-tuned effective theories, matching and Wilson coefficients, reparameterization invariance, and various examples of advanced renormalization group techniques. Examples of effective theories we will cover are the Standard Model as an effective field theory, integrating out the massive W, Z, Higgs, and top, chiral perturbation theory, non-relativistic effective field theories including those with a large scattering length, static sources and Heavy Quark Effective Theory (HQET), and a theory for collider physics, the Soft-Collinear Effective Theory (SCET).

Course Flow

Since this is an advanced graduate physics course, you will find that self-motivation and interaction with others is essential to learning the material. The purpose of the online course is to set you up with a foundation, to teach you to speak the language of EFT, and to connect you with other students and researchers that are interested in learning or broadening their exposure to this subject. Each week you will complete automatically graded homework problems to test your understanding and to help you master the material. You are expected to discuss the homework with other people in the class, but your online responses must be done individually. To facilitate these interactions there will be a forum for student-to-student discussions, with threads to cover different topics, and moderators with experience in this field. Student learning and discussions will also be prompted by questions posed after each lecture topic.

There will be no tests or final exam, but at the end of the course each student will give a 30-minute presentation on an EFT topic of their choosing. The subject of effective field theory is rich and diverse, and far broader than we will be able to cover in a single course. The presentations will create an opportunity for you to learn about additional subjects beyond those in lecture from your fellow students. To facilitate this learning opportunity, each student will be required to watch and grade five presentations from among their fellow students.

Since this is a graduate course, we anticipate that learning the subject and having the 8.EFTx materials available as an online resource will be more valuable to most of you than obtaining a grade. Therefore anyone who registers for the course will be able to retain access to the course materials after the course has ended. Note that when the course is archival mode that the problems can be attempted and checked in the same manner as when the course was running.

Gain confidence in assessing problems accurately, evaluating alternative solutions, and anticipating likely risks. Learn how to use analysis, synthesis, and positive inquiry to address individual and organizational problems and develop the critical thinking skills needed in today’s turbulent times.

This course is a fast-paced introduction to the C and C++ programming languages, with an emphasis on good programming practices and how to be an effective programmer in these languages. Topics include object-oriented programming, memory management, advantages of C and C++, optimization, and others. Students are given weekly coding assignments and a final project to hone their skills. Recommended for programmers with some background and experience in other languages.

This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.

In this education and teacher training course we will explore effective teaching methods for biology. We will emphasize approaches proven to be effective and show you how to implement them. We will also give you the opportunity to reflect on your own teaching experience and exchange ideas and share challenges with other learners in the course.

We will begin by looking at the most common method of teaching science, the lecture. We’ll discuss what the lecture method does well and look at data that illustrates when it is less effective. You will hear highly successful teachers talk about their experience with lecture and how they modified their lecture time to more actively engage students. We’ll investigate creating learning objectives and how they can be used to communicate your expectations to students. You will practice writing your own learning objectives and see how they can streamline exam construction. We’ll look at a variety of ways to include active learning during class time, discuss how active learning strategies support your learning objectives, and give you practice developing learning activities for biology topics you find challenging to teach. 

Lastly, we’ll look at how to use resources for student learning outside of class, and how to know that your students have successfully learned from both in-class and outside of class activities.

Our course is designed for instructors, or instructors-to-be, of undergraduate-level biology. High school instructors of AP Biology, post-doctoral fellows and graduate students looking ahead to teaching should find the course useful. The course can serve as a means of professional development. There are no pre-requisites, although prior satisfactory completion of a college biology course is highly recommended.

A wondrously romantic belief is that brilliant thinkers magically produce brilliant ideas: Einstein jostles his hair and relativity falls out. We can enjoy these fanciful visions of leaps of genius, but we should not be fooled into believing that they’re reality.

Brilliant innovators are brilliant because they practice habits of thinking that inevitably carry them step by step to works of genius. No magic and no leaps are involved.

Professor Starbird will discuss how habits of effective thinking and creativity can be taught and learned through puzzles and mathematics. Anyone who practices these habits of mind will inevitably create new insights, new ideas, and new solutions.

There are many practical applications of radiation and radioactivity in various fields, including medical, scientific, and industrial activities. In some parts of Japan, people continue to experience environmental radioactivity caused by the nuclear accident at the Fukushima Daiichi Nuclear Power Plant on a daily basis. Understanding the basic science of radiation and radioactivity will form the base of the course, with specific examples from Japan and elsewhere in the world to illustrate concepts.

This course introduces radiochemistry, radiation detection and measurement, and explores radiation’s effect on the human body. You will gain a greater understanding of radioisotopes, radioactive decay, radiations, radiation interaction with matter, and ways to assess radiation exposure. We will explore applications of radiation through various examples including nuclear power generation, diagnostic and therapeutic uses in medicine, and other scientific and industrial uses. Lastly, we will discuss the fate and transport of radioactive cesium in Fukushima in relation to chemical and physical properties of the radionuclide.

LICENSE

The course materials, unless otherwise noted, are licensed under a Creative Commons Attribution-NonCommercial 4.0 International license (CC BY-NC). This means that the course allows learners not only to openly register and freely learn online, but also to reuse, revise, and remix almost all of the materials used in the course as long as you use them for non-commercial purposes.

Este curso introduce a los estudiantes de grado y al público de habla hispana en general en los aspectos más relevantes de la lengua, la historia y la cultura del Egipto de los faraones.