VirtualAstronaut is a service that provides screenshots. The screenshots are from construction activities on the circulation of a building. The document appears to be discussing screenshots from the VirtualAstronaut service related to construction circulation activities.
The Ciphone 3G phone has a 3.5-inch screen, Java 2.0, and a gravity sensor. It has a 4GB memory, 320x140 video player, and resembles the iPhone 3G. Key features include a 3.5-inch color screen with 320x480 resolution, 2MP camera, 4GB memory, FM radio, Bluetooth, and support for MP3/MP4 media formats. It will be available for purchase starting December 8, 2008 in colors like black, white, and red.
This document is the user manual for Orbiter 2010, a space flight simulator. It provides instructions on installation, an overview of the launch interface and scenario selection, and tutorials for basic flight maneuvers like launching into orbit and docking with space stations. It also describes the different spacecraft modules included, camera controls, instrument displays, and other simulation functions. Appendices provide technical specifications and constants for the solar system modeling in the game. The manual aims to help new users get started with the simulator and learn its interface and basic operations.
The professor holds up a glass of water in class and asks students to guess its weight. After various guesses, he asks what would happen if he held it up for longer periods of time - minutes, hours, days. While the weight does not change, his arm would become sore, numb, and stressed. He then asks what he should do to relieve the pain, to which a student replies "put the glass down." The professor explains that problems in life are like holding the glass - they cause stress and paralysis if dwelled on for too long. It is important to 'put the problems down' at the end of each day to wake up fresh and able to handle challenges again the next day.
The document summarizes the history and development of the Space Educators' Handbook over 20 years from 1989 to 2009. It began as an interactive encyclopedia created using the HyperCard application on Apple Macintosh computers. It contained many firsts as one of the earliest digital resources combining text, graphics, and interactivity. Over the years, it transitioned to DVD format allowing greatly increased capacity, from 14 MB to 3.5 GB, and added multimedia features like video, sound clips, and animations.
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.
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 document provides information about NASA's educational resources. It includes a list of NASA's regional educator resource centers across the United States that offer access to NASA educational materials for educators. The centers are associated with specific NASA field centers and provide contact information including addresses and phone numbers. It also provides background information on NASA's Central Operation of Resources for educators and the NASA portal website which serves as a gateway for educational information and resources.
Formowanie si? Ziemi oraz Ksi??yca w okresie 18 miesi?cy od kolizji do jakiej dosz?o pomi?dzy Ziemi? a Orfeuszem.
Credits: Primitive Earth and Moon
Don Edwards, Jerry Gardner, Kris Rassilon, Frank Gregorio
http://www.celestiamotherlode.net/catalog/show_addon_details.php?addon_id=882
Attitude comes from both an internal mental perspective and an external disposition expressed to others. While some argue people are born with certain attitudes, the document argues that attitude is a choice influenced by one's environment, experiences, and behavior. It recommends accepting responsibility for one's attitude, taking control of self-talk, focusing on positive behaviors, and renewing one's attitude through various techniques like humor, positive activities, simplifying problems, exercise, and goal pursuit.
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 summarizes the history and development of the Space Educators' Handbook over 20 years from 1989 to 2009. It began as an interactive encyclopedia created using the HyperCard application on Apple Macintosh computers. It contained many firsts as one of the earliest digital resources combining text, graphics, and interactivity. Over the years, it transitioned to DVD format allowing greatly increased capacity, from 14 MB to 3.5 GB, and added multimedia features like video, sound clips, and animations.
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.
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 document provides information about NASA's educational resources. It includes a list of NASA's regional educator resource centers across the United States that offer access to NASA educational materials for educators. The centers are associated with specific NASA field centers and provide contact information including addresses and phone numbers. It also provides background information on NASA's Central Operation of Resources for educators and the NASA portal website which serves as a gateway for educational information and resources.
Formowanie si? Ziemi oraz Ksi??yca w okresie 18 miesi?cy od kolizji do jakiej dosz?o pomi?dzy Ziemi? a Orfeuszem.
Credits: Primitive Earth and Moon
Don Edwards, Jerry Gardner, Kris Rassilon, Frank Gregorio
http://www.celestiamotherlode.net/catalog/show_addon_details.php?addon_id=882
Attitude comes from both an internal mental perspective and an external disposition expressed to others. While some argue people are born with certain attitudes, the document argues that attitude is a choice influenced by one's environment, experiences, and behavior. It recommends accepting responsibility for one's attitude, taking control of self-talk, focusing on positive behaviors, and renewing one's attitude through various techniques like humor, positive activities, simplifying problems, exercise, and goal pursuit.
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.
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.
12. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
12
13. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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14. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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15. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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16. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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17. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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18. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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19. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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20. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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21. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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22. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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23. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
23
24. Zastosowanie WWT w zaj?ciach (nie tylko)szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
?Kosmos
Jak namalowad odbijaj?c? ?wiat?o planet? lub gwiazd?? Jak wygl?da Uk?ad S?oneczny,
? Pozosta?e
Galaktyki, gwiazdy? Na te i inne pytania odpowiadamy podczas zaj?d o kosmosie.
Uczniowie poznaj? obraz Gustawa Gwozdeckiego "Pe?nia" i wykonuj? prace plastyczne.
Z namalowanych przez dzieci obrazk¨®w wsp¨®lnie uk?adamy fantastyczn? galaktyk?¡±.
Cytat ze strony Muzeum G¨®rno?l?skiego w Bytomiu
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25. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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26. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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27. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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28. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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29. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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30. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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31. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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32. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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33. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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34. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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35. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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36. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
36
37. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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38. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
38
39. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
39
40. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
40
41. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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42. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
42
43. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
43
44. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
44
45. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
45
46. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
46
47. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
47
48. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
48
49. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
49
50. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
50
51. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
51
52. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
52
53. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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54. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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55. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
55
56. Zastosowanie WWT w zaj?ciach szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
56
57. Zastosowanie WWT w zaj?ciach (nie tylko)szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
57
58. Zastosowanie WWT w zaj?ciach (nie tylko)szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
58
59. Zastosowanie WWT w zaj?ciach (nie tylko)szkolnych
? Plastyka
? Astronomia
? Geografia
? Informatyka
? Przyroda
? Historia
? J. Polski
? J. Angielski
? Technika
? GPE
? Pozosta?e
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60. M?odzi ludzie dzi? przywykli do dzielenia si? swoimi
historiami na MySpace, Facebook, YouTube i innych
portalach spo?eczno?ciowych. Nauczyciele maj? nadziej?,
?e program WorldWide Telescope mo?e zach?cid ich do
zainteresowania si? astronomi?. "Nauka ma z??
reputacj?, gdy? jest ona postrzegana
jako suche nagromadzenie fakt¨®w", powiedzia? Roy R.
Gould, ekspert w dziedzinie edukacji nauki z Harvard-
Smithsonian Center for Astrophysics. ?WWT jest to
?rodowisko do wizualizacji pi?knego otoczenia, kt¨®re
mo?na zbadad, stworzyd a nast?pnie je udost?pnid¡±.
60