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6.832 Underactuated Robotics (MIT) 6.832 Underactuated Robotics (MIT)

Description

Includes audio/video content: AV lectures. Robots today move far too conservatively, using control systems that attempt to maintain full control authority at all times. Humans and animals move much more aggressively by routinely executing motions which involve a loss of instantaneous control authority. Controlling nonlinear systems without complete control authority requires methods that can reason about and exploit the natural dynamics of our machines. This course discusses nonlinear dynamics and control of underactuated mechanical systems, with an emphasis on machine learning methods. Topics include nonlinear dynamics of passive robots (walkers, swimmers, flyers), motion planning, partial feedback linearization, energy-shaping control, analytical optimal control, reinforcement learning/a Includes audio/video content: AV lectures. Robots today move far too conservatively, using control systems that attempt to maintain full control authority at all times. Humans and animals move much more aggressively by routinely executing motions which involve a loss of instantaneous control authority. Controlling nonlinear systems without complete control authority requires methods that can reason about and exploit the natural dynamics of our machines. This course discusses nonlinear dynamics and control of underactuated mechanical systems, with an emphasis on machine learning methods. Topics include nonlinear dynamics of passive robots (walkers, swimmers, flyers), motion planning, partial feedback linearization, energy-shaping control, analytical optimal control, reinforcement learning/a

Subjects

underactuated robotics | underactuated robotics | actuated systems | actuated systems | nonlinear dynamics | nonlinear dynamics | simple pendulum | simple pendulum | optimal control | optimal control | double integrator | double integrator | quadratic regulator | quadratic regulator | Hamilton-Jacobi-Bellman sufficiency | Hamilton-Jacobi-Bellman sufficiency | minimum time control | minimum time control | acrobot | acrobot | cart-pole | cart-pole | partial feedback linearization | partial feedback linearization | energy shaping | energy shaping | policy search | policy search | open-loop optimal control | open-loop optimal control | trajectory stabilization | trajectory stabilization | iterative linear quadratic regulator | iterative linear quadratic regulator | differential dynamic programming | differential dynamic programming | walking models | walking models | rimless wheel | rimless wheel | compass gait | compass gait | kneed compass gait | kneed compass gait | feedback control | feedback control | running models | running models | spring-loaded inverted pendulum | spring-loaded inverted pendulum | Raibert hoppers | Raibert hoppers | motion planning | motion planning | randomized motion planning | randomized motion planning | rapidly-exploring randomized trees | rapidly-exploring randomized trees | probabilistic road maps | probabilistic road maps | feedback motion planning | feedback motion planning | planning with funnels | planning with funnels | linear quadratic regulator | linear quadratic regulator | function approximation | function approximation | state distribution dynamics | state distribution dynamics | state estimation | state estimation | stochastic optimal control | stochastic optimal control | aircraft | aircraft | swimming | swimming | flapping flight | flapping flight | randomized policy gradient | randomized policy gradient | model-free value methods | model-free value methods | temporarl difference learning | temporarl difference learning | Q-learning | Q-learning | actor-critic methods | actor-critic methods

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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Gestió Documental Gestió Documental

Description

La gestió documental té com a finalitat assegurar una atenció adequada als documents creats, rebuts o gestionats per una organització com a prova de les activitats realitzades, preservant-los durant el temps què sigui necessari. Aquesta assignatura pretén proporcionar els coneixements teòrics i pràctics necessaris per a analitzar, dissenyar i implementar un sistema de gestió documental. Per aquesta raó, es centra en la gestió dels documents que una organització manté com a resultat dels seus processos i activitats, examinant les operacions i les eines específiques que permeten controlar de manera sistemàtica la incorporació (creació o recepció), registre, classificació, emmagatzematge, accés, traçabilitat i aplicació de la disposició final (eliminació o conservaci La gestió documental té com a finalitat assegurar una atenció adequada als documents creats, rebuts o gestionats per una organització com a prova de les activitats realitzades, preservant-los durant el temps què sigui necessari. Aquesta assignatura pretén proporcionar els coneixements teòrics i pràctics necessaris per a analitzar, dissenyar i implementar un sistema de gestió documental. Per aquesta raó, es centra en la gestió dels documents que una organització manté com a resultat dels seus processos i activitats, examinant les operacions i les eines específiques que permeten controlar de manera sistemàtica la incorporació (creació o recepció), registre, classificació, emmagatzematge, accés, traçabilitat i aplicació de la disposició final (eliminació o conservaci

Subjects

Biblioteconomia i Documentació | Biblioteconomia i Documentació

License

http://creativecommons.org/licenses/by-nc-nd/3.0/es/

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n en Atencin Temprana (2008) n en Atencin Temprana (2008)

Description

Los contenidos tericos y prcticos de este curso buscan facilitar al alumno un fundamento slido en conceptos y conocimientos sobre cmo se organiza y desarrolla la intervencin en Atencin Temprana, sobre el nio, su familia y su entorno, desde la perspectiva de un modelo integral de actuacin. Permite comprender y valorar las necesidades de colaboracin de distintos agentes y profesionales en esta materia y aporta un acercamiento a una realidad (la del nio de 0 a 6 aos con necesidades de Atencin Temprana, su familia y su entorno), en la que poder aplicar conocimientos sobre el desarrollo del nio y sus capacidades, biopatologa y alteraciones de ese desarrollo, evaluacin, diagnstico e intervencin en alteraciones y trastornos, etc. Modelo integral de actuacin Los contenidos tericos y prcticos de este curso buscan facilitar al alumno un fundamento slido en conceptos y conocimientos sobre cmo se organiza y desarrolla la intervencin en Atencin Temprana, sobre el nio, su familia y su entorno, desde la perspectiva de un modelo integral de actuacin. Permite comprender y valorar las necesidades de colaboracin de distintos agentes y profesionales en esta materia y aporta un acercamiento a una realidad (la del nio de 0 a 6 aos con necesidades de Atencin Temprana, su familia y su entorno), en la que poder aplicar conocimientos sobre el desarrollo del nio y sus capacidades, biopatologa y alteraciones de ese desarrollo, evaluacin, diagnstico e intervencin en alteraciones y trastornos, etc. Modelo integral de actuacin

Subjects

todos de Investigacin y Diagnstico en Educacin | todos de Investigacin y Diagnstico en Educacin | a Social | a Social | a | a

License

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Teaching assistants: support in action (Chinese) Teaching assistants: support in action (Chinese)

Description

本免费课程是“助教:提供行动支持”课程的中文翻译版本,英文原版也在本网站中提供。 This free course is the Chinese version of Teaching assistants: support in action which is also available in English. First published on Tue, 16 Feb 2016 as Teaching assistants: support in action (Chinese). To find out more visit The Open University's Openlearn website. Creative-Commons 2016 本免费课程是“助教:提供行动支持”课程的中文翻译版本,英文原版也在本网站中提供。 This free course is the Chinese version of Teaching assistants: support in action which is also available in English. First published on Tue, 16 Feb 2016 as Teaching assistants: support in action (Chinese). To find out more visit The Open University's Openlearn website. Creative-Commons 2016 This free course is the Chinese version of Teaching assistants: support in action which is also available in English. First published on Tue, 16 Feb 2016 as Teaching assistants: support in action (Chinese). To find out more visit The Open University's Openlearn website. Creative-Commons 2016 This free course is the Chinese version of Teaching assistants: support in action which is also available in English. First published on Tue, 16 Feb 2016 as Teaching assistants: support in action (Chinese). To find out more visit The Open University's Openlearn website. Creative-Commons 2016

Subjects

Educational Practice | Educational Practice | E111_2 | E111_2 | teaching | teaching | teaching assistants | teaching assistants

License

Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

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Estimulació cognitiva Estimulació cognitiva

Description

El terme estimulació cognitiva fa referència a totes aquelles activitats dirigides a millorar el rendiment cognitiu general o algun dels seus processos i components específics (atenció, memòria, llenguatge, funcions executives, càlcul, etc.), ja sigui aquesta en subjectes sans com en pacients amb algun tipus de lesió en el sistema nerviós central. En alguns contextos s'usa el terme rehabilitació, que va més enllà i implica el restabliment de la situació dels pacients al grau de funcionament més alt possible a nivell físic, psicològic i d'adaptació social. Això inclou posar tots els mitjans possibles per a reduir el impacte de les condicions que són discapacitans i per a permetre als pacients arribar a un nivell òptim d'integració social. En aquesta asignatura s?estu El terme estimulació cognitiva fa referència a totes aquelles activitats dirigides a millorar el rendiment cognitiu general o algun dels seus processos i components específics (atenció, memòria, llenguatge, funcions executives, càlcul, etc.), ja sigui aquesta en subjectes sans com en pacients amb algun tipus de lesió en el sistema nerviós central. En alguns contextos s'usa el terme rehabilitació, que va més enllà i implica el restabliment de la situació dels pacients al grau de funcionament més alt possible a nivell físic, psicològic i d'adaptació social. Això inclou posar tots els mitjans possibles per a reduir el impacte de les condicions que són discapacitans i per a permetre als pacients arribar a un nivell òptim d'integració social. En aquesta asignatura s?estu

Subjects

Psicologia Evolutiva i de l'Educació | Psicologia Evolutiva i de l'Educació

License

http://creativecommons.org/licenses/by/3.0/es/

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3.051J Materials for Biomedical Applications (MIT) 3.051J Materials for Biomedical Applications (MIT)

Description

This class provides an introduction to the interactions between cells and the surfaces of biomaterials. The course covers: surface chemistry and physics of selected metals, polymers, and ceramics; surface characterization methodology; modification of biomaterials surfaces; quantitative assays of cell behavior in culture; biosensors and microarrays; bulk properties of implants; and acute and chronic response to implanted biomaterials. General topics include biosensors, drug delivery, and tissue engineering. This class provides an introduction to the interactions between cells and the surfaces of biomaterials. The course covers: surface chemistry and physics of selected metals, polymers, and ceramics; surface characterization methodology; modification of biomaterials surfaces; quantitative assays of cell behavior in culture; biosensors and microarrays; bulk properties of implants; and acute and chronic response to implanted biomaterials. General topics include biosensors, drug delivery, and tissue engineering.

Subjects

interactions between proteins | cells and surfaces of biomaterials | interactions between proteins | cells and surfaces of biomaterials | surface chemistry and physics of metals | polymers and ceramics | surface chemistry and physics of metals | polymers and ceramics | Surface characterization methodology | Surface characterization methodology | Quantitative assays of cell behavior in culture | Quantitative assays of cell behavior in culture | Organ replacement therapies | Organ replacement therapies | Acute and chronic response to implanted biomaterials | Acute and chronic response to implanted biomaterials | biosensors | drug delivery and tissue engineering | biosensors | drug delivery and tissue engineering

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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4.155B Architectural Design, Level III: A Student Center for MIT (MIT) 4.155B Architectural Design, Level III: A Student Center for MIT (MIT)

Description

This studio will investigate the social, programmatic, tectonic and phenomenological performance and character of a student gathering place on the MIT campus. Whether it is simply for socializing or for more specific events, the student gathering place will serve as a refuge from the vigorous educational environment of the Institute, and it will reinforce a critical sense of "place" through the almost logical organization of its program. The place will foster a casual discovery of "being": a reflection upon the student's own existence based upon participation in group events and an intellectual attitude toward acting. To create a space that inspires, rather than imposes: such a discovery is the foremost challenge of this studio. This studio will investigate the social, programmatic, tectonic and phenomenological performance and character of a student gathering place on the MIT campus. Whether it is simply for socializing or for more specific events, the student gathering place will serve as a refuge from the vigorous educational environment of the Institute, and it will reinforce a critical sense of "place" through the almost logical organization of its program. The place will foster a casual discovery of "being": a reflection upon the student's own existence based upon participation in group events and an intellectual attitude toward acting. To create a space that inspires, rather than imposes: such a discovery is the foremost challenge of this studio.

Subjects

Architecture | Architecture | tectonics | tectonics | materials | materials | MIT | MIT | campus living | campus living | student center | student center | activation | activation | Heidegger | Heidegger | place making | place making | urban design | urban design | urban redesign | urban redesign | village | village | neighborhood | neighborhood | mixed-use public space | mixed-use public space | light and space | light and space | affordable design | affordable design | movement | movement | place | place | life | life | activity | activity

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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4.171 The Space Between Workshop (MIT) 4.171 The Space Between Workshop (MIT)

Description

This workshop explores how designers might become as sensitive to space as they are to objects. Through a number of projects and precedent studies, architectural design is studied in relation to the Space Between. The design process is studied in reverse, considering space first and objects second. This is not to imply that objects are not important, but rather that space is equally important. This workshop explores how designers might become as sensitive to space as they are to objects. Through a number of projects and precedent studies, architectural design is studied in relation to the Space Between. The design process is studied in reverse, considering space first and objects second. This is not to imply that objects are not important, but rather that space is equally important.

Subjects

Architecture | Architecture | Tectonics | Tectonics | Place Making | Place Making | Space | Space | Space Between | Space Between | Urban Design | Urban Design | Urban Redesign | Urban Redesign | Village | Village | Neighborhood | Neighborhood | Mixed-use Public Space | Mixed-use Public Space | Light and Space | Light and Space | Affordable Design | Affordable Design | Green Design | Green Design | LEED | LEED | Cultural Understanding | Cultural Understanding | Path | Path | Place | Place | Space as activator. | Space as activator.

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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FÍSICA FÍSICA

Description

Amb l'assignatura es preteacute;n: - Repassar breument els conceptes bàsics de mecànica ja que formen part dels llenguatge de la Fiacute;sica que s'utilitzarà al llarg del curs. - Donar a conèixer les bases fiacute;siques del comportament dels fluids i els fenòmens de superfiacute;cie, les magnituds fiacute;siques necessàries per fer-ho, i les lleis principals que les relacionen. - Introduir els fenòmens ondulatoris a partir de les oscil·lacions i les ones mecàniques. - Estudiar les ones mecàniques unidimensionals: generacioacute;, propagacioacute;, canvis de medi, descripcioacute; matemàtica, superposicioacute;, energia i intensitat. Generalitzar aquests conceptes al cas 2D i 3D. - Introduir els camps elèctrics i magnètics per arribar al camp electromagnètic i les ones el Amb l'assignatura es preteacute;n: - Repassar breument els conceptes bàsics de mecànica ja que formen part dels llenguatge de la Fiacute;sica que s'utilitzarà al llarg del curs. - Donar a conèixer les bases fiacute;siques del comportament dels fluids i els fenòmens de superfiacute;cie, les magnituds fiacute;siques necessàries per fer-ho, i les lleis principals que les relacionen. - Introduir els fenòmens ondulatoris a partir de les oscil·lacions i les ones mecàniques. - Estudiar les ones mecàniques unidimensionals: generacioacute;, propagacioacute;, canvis de medi, descripcioacute; matemàtica, superposicioacute;, energia i intensitat. Generalitzar aquests conceptes al cas 2D i 3D. - Introduir els camps elèctrics i magnètics per arribar al camp electromagnètic i les ones el

Subjects

License

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Description

Familiaritzar l'estudiant amb les tècniques i mètodes de l'estadiacute;stica, la probabilitat i la modelitzacioacute; mitjançant variables aleatòries. Desenvolupar la capacitat de l'estudiant per aplicar amb bon criteri aquestes tècniques en la resolucioacute; de problemes pràctics, usuals en la professioacute; d'enginyer, pels que un model matemàtic de tipus probabiliacute;stico-estadiacute;stic pot proporcionar una solucioacute; pràctica meacute;s adequada que un model determinista. Fer servir el programari adequat per trobar solucions als problemes treballats. Desenvolupar les competències especiacute;fiques i transversals associades al treball acadèmic i detallades meacute;s endavant. Familiaritzar l'estudiant amb les tècniques i mètodes de l'estadiacute;stica, la probabilitat i la modelitzacioacute; mitjançant variables aleatòries. Desenvolupar la capacitat de l'estudiant per aplicar amb bon criteri aquestes tècniques en la resolucioacute; de problemes pràctics, usuals en la professioacute; d'enginyer, pels que un model matemàtic de tipus probabiliacute;stico-estadiacute;stic pot proporcionar una solucioacute; pràctica meacute;s adequada que un model determinista. Fer servir el programari adequat per trobar solucions als problemes treballats. Desenvolupar les competències especiacute;fiques i transversals associades al treball acadèmic i detallades meacute;s endavant.

Subjects

License

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RES.TLL-01 Guidelines for Teaching @ MIT and Beyond (MIT) RES.TLL-01 Guidelines for Teaching @ MIT and Beyond (MIT)

Description

Guidelines on Teaching @ MIT and Beyond is a web-based resource describing evidence-based practices for the design, delivery, and assessment of teaching and learning experiences for students. Quotes from the literature are used to describe each guideline, and additional supporting literature and examples of each guideline in action at MIT are provided. Guidelines for Teaching @ MIT and Beyond is the MIT Teaching and Learning Laboratory’s adaptation of the Guidelines on Learning that Inform Teaching originally created and published by the University of New South Wales. Guidelines on Teaching @ MIT and Beyond is a web-based resource describing evidence-based practices for the design, delivery, and assessment of teaching and learning experiences for students. Quotes from the literature are used to describe each guideline, and additional supporting literature and examples of each guideline in action at MIT are provided. Guidelines for Teaching @ MIT and Beyond is the MIT Teaching and Learning Laboratory’s adaptation of the Guidelines on Learning that Inform Teaching originally created and published by the University of New South Wales.

Subjects

educational experiences | educational experiences | guidelines on teaching | guidelines on teaching | guidelines on learning | guidelines on learning | evidence-based practices | evidence-based practices | curriculum and teaching | curriculum and teaching | higher education | higher education

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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SINCRONITZACIÓ I MODEMS D'ALTA VELOCITAT SINCRONITZACIÓ I MODEMS D'ALTA VELOCITAT

Description

L'assignatura preteacute;n introduir l'alumne en les diferents tècniques de processament del senyal per a comunicacions i de teoria de la informacioacute;, donant importància als dissenys "cross-layer", cada cop meacute;s importants en transmissioacute; ràdio, tant de sistemes orientats a recepcioacute; com a transmissioacute;. El curs inclou l'estudi dels subsistemes multiusuari i de sincronitzacioacute; necessaris. S'estudiaran tant sistemes centralitzats com descentralitzats o "ad hoc" i els conceptes donats s'aplicaran a sistemes, com soacute;n els de difusioacute; directa d'àudio i viacute;deo digital (DAB i DVB), al desenvolupament de mòdems i sistemes avançats ADSL i les xarxes d'àrea local WLAN i WPAN (des de tecnologies OFDM a UWB). L'assignatura preteacute;n introduir l'alumne en les diferents tècniques de processament del senyal per a comunicacions i de teoria de la informacioacute;, donant importància als dissenys "cross-layer", cada cop meacute;s importants en transmissioacute; ràdio, tant de sistemes orientats a recepcioacute; com a transmissioacute;. El curs inclou l'estudi dels subsistemes multiusuari i de sincronitzacioacute; necessaris. S'estudiaran tant sistemes centralitzats com descentralitzats o "ad hoc" i els conceptes donats s'aplicaran a sistemes, com soacute;n els de difusioacute; directa d'àudio i viacute;deo digital (DAB i DVB), al desenvolupament de mòdems i sistemes avançats ADSL i les xarxes d'àrea local WLAN i WPAN (des de tecnologies OFDM a UWB).

Subjects

License

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English Language Teaching: History, Approaches and Methods (2012) English Language Teaching: History, Approaches and Methods (2012)

Description

This course aims to present a critical and analytical historical overview of the methods used in teaching foreign languages to young students and adults, especially as applied to English Language Teaching (ELT). While the study of concepts and general issues around teaching and learning will be brief until the 19th century, from this century onwards the main methods used will be analysed in more detail. The theoretical/informative presentation of methods addresses the theoretical and practical implications in the use of each method in ELT, and will always be accompanied by its practical application to real situations (audiovisual classes and / or written materials). This application will be made from the point of view of (i) teaching materials developed by each method, and (ii) their appli This course aims to present a critical and analytical historical overview of the methods used in teaching foreign languages to young students and adults, especially as applied to English Language Teaching (ELT). While the study of concepts and general issues around teaching and learning will be brief until the 19th century, from this century onwards the main methods used will be analysed in more detail. The theoretical/informative presentation of methods addresses the theoretical and practical implications in the use of each method in ELT, and will always be accompanied by its practical application to real situations (audiovisual classes and / or written materials). This application will be made from the point of view of (i) teaching materials developed by each method, and (ii) their appli

Subjects

Methods | Methods | a Inglesa | a Inglesa | Approaches | Approaches | Language teaching | Language teaching | ELT | ELT | History | History

License

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15.974 Practical Leadership (MIT) 15.974 Practical Leadership (MIT)

Description

Practical Leadership is an interactive seminar where students receive repeated coaching and real-time feedback on their own leadership capabilities from their peers and the instructor. The course is structured around a set of readings. However, the key component is each student's own self-assessment. These self-assessments are done by the students in the first week of the semester. The areas for improvement that the students identify are then targeted in the weekly role plays that are customized for each student in the class. The goal of the class is for each student to increase his or her own leadership abilities through an ongoing cycle of practice, feedback and reflection. Practical Leadership is an interactive seminar where students receive repeated coaching and real-time feedback on their own leadership capabilities from their peers and the instructor. The course is structured around a set of readings. However, the key component is each student's own self-assessment. These self-assessments are done by the students in the first week of the semester. The areas for improvement that the students identify are then targeted in the weekly role plays that are customized for each student in the class. The goal of the class is for each student to increase his or her own leadership abilities through an ongoing cycle of practice, feedback and reflection.

Subjects

leadership capabilities | leadership capabilities | self-assessment | self-assessment | interactive seminar | interactive seminar | reflection | reflection | coaching | coaching | real-time feedback | real-time feedback

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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AUTOMATIZACIÓ INDUSTRIAL AUTOMATIZACIÓ INDUSTRIAL

Description

Com a continuacioacute; de l'assignatura Informàtica Industrial, l'objectiu bàsic eacute;s l'aplicacioacute; de l'Automàtica en el Control de Processos Industrials. Estudiar els components (controlador lògic programable PLC, sensòrica, actuadors), arquitectures fiacute;siques (xarxa de PLC's, connectivitat amb altres equips) i monitoritzacioacute; (entorns de programacioacute; gràfics, paquets SCADA). L'estudiant ha de ser capaç al finalitzar l'assignatura d' integrar aquests elements en el disseny de projectes d'automatitzacioacute;, tant en aspectes de programari com maquinari, emprant la metodologia PBL (aprenentatge basat en projectes). Com a continuacioacute; de l'assignatura Informàtica Industrial, l'objectiu bàsic eacute;s l'aplicacioacute; de l'Automàtica en el Control de Processos Industrials. Estudiar els components (controlador lògic programable PLC, sensòrica, actuadors), arquitectures fiacute;siques (xarxa de PLC's, connectivitat amb altres equips) i monitoritzacioacute; (entorns de programacioacute; gràfics, paquets SCADA). L'estudiant ha de ser capaç al finalitzar l'assignatura d' integrar aquests elements en el disseny de projectes d'automatitzacioacute;, tant en aspectes de programari com maquinari, emprant la metodologia PBL (aprenentatge basat en projectes).

Subjects

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n clnica del paciente neurolgico peditrico (2013) n clnica del paciente neurolgico peditrico (2013)

Description

Esta materia es de gran importancia, ya que la valoracin del paciente neurolgico peditrico es bsica e imprescindible para planificar, desarrollar y demostrar los efectos del tratamiento fisioterpico. Esta valoracin puede ser cualitativa o cuantitativa, lo que va a depender de la informacin recogida. Va a servir para identificar las conductas motrices asociadas a la lesin cerebral, en el caso de las alteraciones motoras centrales, as como tambin las alteraciones que correspondan a la patologa nerviosa perifrica en el nio. Se presentarn diferentes protocolos y sistemticas de evaluacin, basados en distintas metodologas de intervencin fisioterpica, que el alumno podr utilizar en distintos casos, adaptando la sistemtica de evaluacin a las caracters Esta materia es de gran importancia, ya que la valoracin del paciente neurolgico peditrico es bsica e imprescindible para planificar, desarrollar y demostrar los efectos del tratamiento fisioterpico. Esta valoracin puede ser cualitativa o cuantitativa, lo que va a depender de la informacin recogida. Va a servir para identificar las conductas motrices asociadas a la lesin cerebral, en el caso de las alteraciones motoras centrales, as como tambin las alteraciones que correspondan a la patologa nerviosa perifrica en el nio. Se presentarn diferentes protocolos y sistemticas de evaluacin, basados en distintas metodologas de intervencin fisioterpica, que el alumno podr utilizar en distintos casos, adaptando la sistemtica de evaluacin a las caracters

Subjects

n fisioterpica | n fisioterpica | n motora | n motora | dependencia | dependencia | prematuro | prematuro | Fisioterapia | Fisioterapia | IMS | IMS | reflejos primitivos | reflejos primitivos | a Evolutiva y de la Educacin | a Evolutiva y de la Educacin | peabody | peabody | a | a | n nacido de riesgo | n nacido de riesgo | Bobath | Bobath | lisis cerebral | lisis cerebral | examen neuromotor complementario | examen neuromotor complementario | nesis postural | nesis postural | n | n | Escalas Bayley-III | Escalas Bayley-III | desarrollo motor | desarrollo motor | Medicina | Medicina | Vojta | Vojta | Reacciones posturales | Reacciones posturales

License

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21W.742J Writing About Race (MIT) 21W.742J Writing About Race (MIT)

Description

In The Souls of Black Folk (1903), the great cultural critic W. E. B. Du Bois wrote that "...the problem of the Twentieth Century is the problem of the color line." A century after Du Bois penned those words, most Americans would agree that at the beginning of the twenty-first century, the color line remains one of our most pressing social issues. In this course, we will explore the terrain of race in America by reading the works of writers of color and others concerned with the issue of race, by viewing films that address racial issues, and by writing to explore how the fictions and facts of race condition all our lives, social and civic, private and public. We will consider the complex question of racial identity, test the givens of history by uncovering histories that have bee In The Souls of Black Folk (1903), the great cultural critic W. E. B. Du Bois wrote that "...the problem of the Twentieth Century is the problem of the color line." A century after Du Bois penned those words, most Americans would agree that at the beginning of the twenty-first century, the color line remains one of our most pressing social issues. In this course, we will explore the terrain of race in America by reading the works of writers of color and others concerned with the issue of race, by viewing films that address racial issues, and by writing to explore how the fictions and facts of race condition all our lives, social and civic, private and public. We will consider the complex question of racial identity, test the givens of history by uncovering histories that have bee

Subjects

race | race | writing | writing | multiracial | multiracial | multi-race | multi-race | mixed-race | mixed-race | multiraciality | multiraciality | multiple descent | multiple descent | hybrid populations | hybrid populations | mixed ancestry | mixed ancestry | assimilation | assimilation | integration | integration | ethnicity | ethnicity | identity | identity | self | self | heritage | heritage | multicultural | multicultural | mixed heritage | mixed heritage | mulato | mulato | mestizo | mestizo

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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MATERIALS PER AL DISSENY DE PRODUCTES TÈXTILS MATERIALS PER AL DISSENY DE PRODUCTES TÈXTILS

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OAG1. Coneixement de la ciència, la tecnologia i les propietats fiacute;siques i quiacute;miques dels materials tèxtils, susceptibles de ser filats i teixits. OAG2. Elaborar qualsevol tipus de tela de caracteriacute;stiques anàlogues a les que habitualment s'atribueixen als teixits convencionals. OAG3. Capacitat per conèixer, entendre i seleccionar materials tèxtils, en funcioacute; de les especificacions del producte a fabricar, segons disseny establert. OAG4. Conèixer, entendre i utilitzar els equips i tècniques per a la fibrologia dels materials tèxtils, en forma de fibres o filaments, en vistes a la seva correcta utilitzacioacute;. OAG5. Coneixement de la degradacioacute; del material tèxtil i la seva interaccioacute; amb el medi ambient, amb l'objecte d'evitar-la o reduir- OAG1. Coneixement de la ciència, la tecnologia i les propietats fiacute;siques i quiacute;miques dels materials tèxtils, susceptibles de ser filats i teixits. OAG2. Elaborar qualsevol tipus de tela de caracteriacute;stiques anàlogues a les que habitualment s'atribueixen als teixits convencionals. OAG3. Capacitat per conèixer, entendre i seleccionar materials tèxtils, en funcioacute; de les especificacions del producte a fabricar, segons disseny establert. OAG4. Conèixer, entendre i utilitzar els equips i tècniques per a la fibrologia dels materials tèxtils, en forma de fibres o filaments, en vistes a la seva correcta utilitzacioacute;. OAG5. Coneixement de la degradacioacute; del material tèxtil i la seva interaccioacute; amb el medi ambient, amb l'objecte d'evitar-la o reduir-

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CIÈNCIES DE LA TERRA CIÈNCIES DE LA TERRA

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Es preteacute;n que l'estudiant adquireixi una visioacute; cientiacute;fica de conjunt de la importància del material litològic, morfologia del terreny, sòl i clima com factors condicionants de la produccioacute; agroalimentària i de la gestioacute; del territori. Haurà de ser capaç d'adquirir els termes bàsics propis de l'agroclimatologia, la geomorfologia, la litologia, el medi edàfic i la mineralogia aixiacute; com comprendre les principals propietats quiacute;miques i fiacute;siques dels sòls i les relacions hiacute;driques del sistema sòl-planta-atmosfera. Això li ha de permetre fer un diagnòstic de l'estat i de les problemàtiques de les variables relacionades amb el medi edàfic, el clima i el relleu, i utilitzar-les en la resolucioacute; de casos adequats a la pràc Es preteacute;n que l'estudiant adquireixi una visioacute; cientiacute;fica de conjunt de la importància del material litològic, morfologia del terreny, sòl i clima com factors condicionants de la produccioacute; agroalimentària i de la gestioacute; del territori. Haurà de ser capaç d'adquirir els termes bàsics propis de l'agroclimatologia, la geomorfologia, la litologia, el medi edàfic i la mineralogia aixiacute; com comprendre les principals propietats quiacute;miques i fiacute;siques dels sòls i les relacions hiacute;driques del sistema sòl-planta-atmosfera. Això li ha de permetre fer un diagnòstic de l'estat i de les problemàtiques de les variables relacionades amb el medi edàfic, el clima i el relleu, i utilitzar-les en la resolucioacute; de casos adequats a la pràc

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Ecuaciones diferenciales Ecuaciones diferenciales

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Las ecuaciones diferenciales son la forma que tenemos para modelizar el comportamiento o evolución de magnitudes que dependen de variables como el tiempo o la posición, o de ambas a la vez. Son ecuaciones, por tanto, en las que aparece no sólo una magnitud, sino también sus derivadas con respecto al tiempo (velocidades, aceleraciones. . . ) y/o a coordenadas espaciales. Este curso es una primera toma de contacto con este tipo de ecuaciones, por lo cual se han escogido tan sólo unos pocos temas, dejando de lado otros. Por ejemplo, los sistemas dinámicos o los métodos numéricos son objeto de otros cursos dentro de la oferta OCW de esta universidad, así que no los abordaremos aquí. Sí que se han incluido aquí algunos temas, por su relación con las ecuaciones diferenciales, pe Las ecuaciones diferenciales son la forma que tenemos para modelizar el comportamiento o evolución de magnitudes que dependen de variables como el tiempo o la posición, o de ambas a la vez. Son ecuaciones, por tanto, en las que aparece no sólo una magnitud, sino también sus derivadas con respecto al tiempo (velocidades, aceleraciones. . . ) y/o a coordenadas espaciales. Este curso es una primera toma de contacto con este tipo de ecuaciones, por lo cual se han escogido tan sólo unos pocos temas, dejando de lado otros. Por ejemplo, los sistemas dinámicos o los métodos numéricos son objeto de otros cursos dentro de la oferta OCW de esta universidad, así que no los abordaremos aquí. Sí que se han incluido aquí algunos temas, por su relación con las ecuaciones diferenciales, pe

Subjects

Separación de variables | Separación de variables | Cuerda vibrante | Cuerda vibrante | Derivadas parciales | Derivadas parciales | Calor | Calor | Problema de Cauchy | Problema de Cauchy | Problema de contorno | Problema de contorno | Ecuaciones ordinarias | Ecuaciones ordinarias | Poisson | Poisson | Ondas | Ondas | Fourier | Fourier | Laplace | Laplace

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Fundamentos de las redes de comunicaciones: de las aplicaciones a los bits Fundamentos de las redes de comunicaciones: de las aplicaciones a los bits

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La asignatura se centra en el mbito de las redes de comunicaciones pretendiendo introducir a alumnos no relacionados con estas tecnologas la problemtica que debe resolverse para la transmisin de informacin entre usuarios de la red, as como los distintos tipos de redes existentes y sus caractersticas. El curso partir de los aspectos mas cercanos al usuario, las aplicaciones, para ir introduciendo progresivamente los distintos conceptos asociados a las redes de comunicaciones, centradas en la tecnologa IP, motor de la actual Internet. La asignatura se centra en el mbito de las redes de comunicaciones pretendiendo introducir a alumnos no relacionados con estas tecnologas la problemtica que debe resolverse para la transmisin de informacin entre usuarios de la red, as como los distintos tipos de redes existentes y sus caractersticas. El curso partir de los aspectos mas cercanos al usuario, las aplicaciones, para ir introduciendo progresivamente los distintos conceptos asociados a las redes de comunicaciones, centradas en la tecnologa IP, motor de la actual Internet.

Subjects

ticas | ticas | LAN | LAN | Redes de comunicaciones | Redes de comunicaciones | a Tcnica de Telecomunicacin: Sistemas de Telecomunicacin | a Tcnica de Telecomunicacin: Sistemas de Telecomunicacin | n | n | Ingenieria Telematica | Ingenieria Telematica | a | a | Red IP | Red IP | a Tcnica de Telecomunicacin: Telemtica | a Tcnica de Telecomunicacin: Telemtica | 2007 | 2007 | Internet | Internet | Nivel de transporte | Nivel de transporte | n de la Internet | n de la Internet | Redes de area local | Redes de area local

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n e investigacin artstica (2012) n e investigacin artstica (2012)

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La construccin de conocimientos parte del aprendizaje de experiencias cotidianas, de la observacin directa de nuestro entorno y, sobre todo, de una extensa muestra de producciones artsticas realizadas a lo largo de la historia. La asignatura tratar de iniciar y promover, por medio de una activa participacin del alumnado, las tareas bsicas de creacin e investigacin artstica. Por lo tanto, la disposicin del alumnado a la investigacin y a la aportacin creativa constituir uno de los factores ms determinantes en el desarrollo de la asignatura. Las propuestas didcticas proponen un acercamiento a las principales tcnicas plsticas y visuales desde un aprendizaje de mtodos que desarrollen la reflexin, observacin, comparacin, representacin y anlisis, herr La construccin de conocimientos parte del aprendizaje de experiencias cotidianas, de la observacin directa de nuestro entorno y, sobre todo, de una extensa muestra de producciones artsticas realizadas a lo largo de la historia. La asignatura tratar de iniciar y promover, por medio de una activa participacin del alumnado, las tareas bsicas de creacin e investigacin artstica. Por lo tanto, la disposicin del alumnado a la investigacin y a la aportacin creativa constituir uno de los factores ms determinantes en el desarrollo de la asignatura. Las propuestas didcticas proponen un acercamiento a las principales tcnicas plsticas y visuales desde un aprendizaje de mtodos que desarrollen la reflexin, observacin, comparacin, representacin y anlisis, herr

Subjects

n artstica | n artstica | n plstica | n plstica | n | n | ctica de la Expresin Plstica | ctica de la Expresin Plstica | Creatividad | Creatividad

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INTERCONNEXIÓ DE XARXES INTERCONNEXIÓ DE XARXES

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En acabar l'assignatura Interconnexioacute; de xarxes, l'estudiant/a ha de ser capaç de: - Aplicar els conceptes d'arquitectura de xarxa per a xarxes LAN. - Definir les caracteriacute;stiques d'una xarxa d'àrea local i determinar les necessitats per a la implementacioacute; d'una xarxa Ethernet en un entorn real. - Interpretar i entendre un estàndard per a xarxes LAN. - Identificar els dispositius d'interconnexioacute; de xarxa i triar-ne el meacute;s adient a cada entorn. - Configurar els equips d'interconnexioacute; perquè funcionin en un entorn real. - Determinar els dominis de col·lisioacute; i dominis de broadcast a nivel 2 i a nivel 3 per a una xarxa determinada. - Avaluar els mecanismes d'acceacute;s al medi i clasificar-los segons les prestacions en diferent En acabar l'assignatura Interconnexioacute; de xarxes, l'estudiant/a ha de ser capaç de: - Aplicar els conceptes d'arquitectura de xarxa per a xarxes LAN. - Definir les caracteriacute;stiques d'una xarxa d'àrea local i determinar les necessitats per a la implementacioacute; d'una xarxa Ethernet en un entorn real. - Interpretar i entendre un estàndard per a xarxes LAN. - Identificar els dispositius d'interconnexioacute; de xarxa i triar-ne el meacute;s adient a cada entorn. - Configurar els equips d'interconnexioacute; perquè funcionin en un entorn real. - Determinar els dominis de col·lisioacute; i dominis de broadcast a nivel 2 i a nivel 3 per a una xarxa determinada. - Avaluar els mecanismes d'acceacute;s al medi i clasificar-los segons les prestacions en diferent

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Joseph Tombling, arrested for obtaining money by false pretences

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Name: Joseph Tombling Arrested for: Larceny Arrested at: North Shields Police Station Arrested on: 4 February 1905 Tyne and Wear Archives ref: DX1388-1-63-Joseph Tombling The Shields Daily News for 10 February 1905 reports: ?SERIOUS CHARGES AGAINST A NORTH SHIELDS YOUTH. COLLECTING FOR A BOGUS CRICKET CLUB. THREE MONTHS? IMPRISONMENT. At North Shields Police Court today Joseph Tomblin (17) was charged with having obtained by means of false pretences 2s 6d from Henry Dillon Irvin on the 1st inst. with intent to cheat and defraud. Prosecutor who resides at 9 Prudhoe Terrace, Tynemouth, said that on the 1st inst. the prisoner came to his house and at his request was turned away. Subsequently the accused met him in the street and asked him for a subscription towards the Tynemouth Boys Cricket Club. He asked him to accompany him to his rooms. Accused did so and there he put certain questions to him. Prisoner produced a subscription list and said the club had made arrangements with the North Shields Athletic Association Football Club for the rental of their field. On this representation he gave him 2s 6d and finding afterwards from inquiries that his statements were incorrect he applied for a warrant for his arrest. He produced the list, which bore his and several other names. Septimus Crowell, 39 Jackson Street, who is secretary of the North Shields Athletic Club said he had never heard of such as club as the Tynemouth Boys Cricket Club. Detective Sergt. Scougal said he arrested the accused in Front Street, Tynemouth, on the night of the 3rd inst. and charged him. He made no reply. He took him to the Tynemouth Divisional Police Station and upon searching him he found in his possession several lists (produced). In conversation the accused said he had collected the money shewn on the lists upon his own account. There was no such club as the Tynemouth Boys Cricket Club. An organization bearing this name did exist about five years ago but he was not a member of it. On one of the lists appeared the name of A.B. Brown, who was supposed to be the captain of the club. Witness asked him who this person was and he replied that he did not know. Some of the lists were dated three or four years back. During that period the accused had been collecting money for a football club at one part of the year and for a cricket club at another. Accused was formally charged. He pleaded guilty and had nothing to say. Prisoner was then charged with having obtained by means of false pretences 9d from Henry Jarvis Ward in the latter part of January. Prosecutor who lives at No. Albury Park Road said the accused came to his house in the latter part of January and told him that arrangements had been made for the renting of a field for the club and that all the money had been subscribed with the exception of 2s 6d. Accused had been coming to him twice a year for at least for years collecting subscriptions for a football and a cricket club. Detective Sergt. Scougal proved the arrest and prisoner pleaded guilty. A third charge was preferred against the accused of having obtained by similar means 5s from Coun. Geo. Stephenson, steam trawler owner, No. 1 Park Crescent. Accused said he only got 2s 6d. The father of the accused was asked by the magistrates if he could account for his son?s misconduct. He blamed a certain religious body in Tynemouth, the officials of which sent boys to collect subscriptions. They did not give them officially signed papers or collecting books and this created a great temptation. The Chairman (Capt J. Bolt) said it was a very bad case. The Bench, however, had decided to deal leniently with the accused. He would have to go to prison in the second division for one month on each charge ? three months in all?. The Shields Daily News for 1 September 1905 reports: ?ASSAULTS AT NORTH SHIELDS. YOUNG MAN FINED. At the North Shields Police Court today, Joseph Tombling, a young man residing at 25 Edith Street, Spital Dene, was summoned for having assaulted Mrs Jane Mitchell, who resides in the same thoroughfare, and her daughter, Jane Mitchell, on the 25th ult. Mr A. Whitehorn, who appeared on behalf of the complainants, said they were mother and daughter. They resided at 47 Edith Street, Spital Dene, whilst the defendant lived at No. 25 in the same street. On Thursday afternoon last Mrs Mitchell was wheeling a pram past the defendant?s mother?s door when a brother of the defendant jeered at her. She took no notice of him but next day seeing him in the back lane she remonstrated with him about jeering at her. At this time the defendant came upon the scene and rolling up his sleeves offered to fight anyone in Mitchell?s house. Mrs Mitchell advised him to go away and to frighten him said she would throw some water over him. She put the pail underneath the tap and let the water run but before it was half full the defendant ran into the yard, took hold of her by the throat and knocked her head against the wall. Mr Whitehorn described the attack as a most outrageous one and asked the Bench to deal severely with the defendant. The daughter of Mrs Mitchell called the defendant a coward for striking a woman, whereupon the defendant struck her a violent blow on the side of the face. Complainants bore out this testimony. Defendant alleged that Mrs and Miss Mitchell made a practice of reminding him of the time he was in gaol and telling him he would be there again. He denied assaulting either of the complainants and called his brother who gave evidence on his behalf. A fine of 5s and costs was imposed in each case, with the alternative of 14 days imprisonment?. These images are a selection from an album of photographs of prisoners brought before the North Shields Police Court between 1902 and 1916 in the collection of Tyne & Wear Archives (TWA ref DX1388/1). This set contains mugshots of boys and girls under the age of 21. This reflects the fact that until 1970 that was the legal age of majority in the UK. (Copyright) We're happy for you to share this digital image within the spirit of The Commons. Please cite 'Tyne & Wear Archives & Museums' when reusing. Certain restrictions on high quality reproductions and commercial use of the original physical version apply though; if you're unsure please email archives@twmuseums.org.uk.

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prisoner | crime | criminal | northshields | policestation | mugshot | imprisoned | arrested | cap | child | larceny | imprisonment | deception | defrauding | fraud | violence | assault | falsepretences | socialhistory | blackandwhitephotograph | neutralbackground | mark | scratch | blur | grain | digitalimage | fascinating | unusual | criminalrecord | publicrecords | portrait | criminalfacesofnorthshieldsthechildren | josephtombling | northshieldspolicestation | northshieldspolicecourt | 4february1905 | theshieldsdailynews | 10february1905 | youth | seriouscharges | insincere | bogus | cricketclub | collection | threemonthsimprisonment | cheat | defraud | tynemouth | 9prudhoeterrace | subscription | tynemouthboys | northshieldsathleticassociationfootballclub | warrant | arrest | detectivesergtscougal | tynemouthdivisionalpolicestation | possession | money | payments | guilty | jacket | tie | shirt | hat | boar | board | metalplate | screw | chalk | tyneandweararchivesrefdx1388163josephtombling | temptation | seated | edwardian | young

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n de screencast para la introduccin de asignaturas universitarias (2013) n de screencast para la introduccin de asignaturas universitarias (2013)

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Con este proyecto tratamos de atender a las nuevas necesidades formativas del alumnado que cursa las asignaturas de Diagnstico en Educacin Social de 2 de Grado de Educacin Social, Mtodos de Investigacin en Educacin Social de 1 de Grado en Educacin Social, Bases Orgnicas y Funcionales de los rganos de la Audicin y el Lenguaje de la Mencin de Apoyo a las Necesidades Auditivas y del Lenguaje de 4 de Grado de Educacin Primaria y Diversidad del Alumnado y Accin Tutorial de Grado de Educacin Primaria. Para ello se ha producido y publicado materiales audiovisuales cuyo contenido sirva a los estudiantes de estas asignaturas. As, hemos generado presentaciones visuales sobre los temas incluidos en las asignaturas que van acompaadas de explicaciones y orientacio Con este proyecto tratamos de atender a las nuevas necesidades formativas del alumnado que cursa las asignaturas de Diagnstico en Educacin Social de 2 de Grado de Educacin Social, Mtodos de Investigacin en Educacin Social de 1 de Grado en Educacin Social, Bases Orgnicas y Funcionales de los rganos de la Audicin y el Lenguaje de la Mencin de Apoyo a las Necesidades Auditivas y del Lenguaje de 4 de Grado de Educacin Primaria y Diversidad del Alumnado y Accin Tutorial de Grado de Educacin Primaria. Para ello se ha producido y publicado materiales audiovisuales cuyo contenido sirva a los estudiantes de estas asignaturas. As, hemos generado presentaciones visuales sobre los temas incluidos en las asignaturas que van acompaadas de explicaciones y orientacio

Subjects

anza universitaria | anza universitaria | todos de Investigacin y Diagnstico en Educacin | todos de Investigacin y Diagnstico en Educacin | screencast | screencast | materiales docentes | materiales docentes | e-learning | e-learning | b-learning | b-learning

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