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Downloaded from: justpaste.it/serial-c C3 Systems RSVP v1.0 : s/n: 4959382452 C-Mold 3D Quickfill v98.5 : Name: MiRaMaX Company: TheForceTeam s/n: 00000000000992 C.B.S.O v2.6 : p/w: SYSTEM CA CliPPeR v5.30 build 32? : s/n: 085511-432164 Name: MarQuiS De SoiR+e Company: UCF CA Clipper v5.30 build 32x : s/n: 085511-732209 name: bit miXer compa:THHG CA Simply Accounting v3.0a for Windows: s/n: 1021602-52559 CA Simply Accounting v4.0b for Windows: s/n: 1020602-212703 CA Visual Object v1.0 for Windows : s/n: 1062301-96825 CA-Clipper for DOS : s/n: FCD101080 CA-Clipper ToolKit for Windows : s/n: FTK201021 CA-Clipper v2.0 for Windows : s/n: FCW201169 CA-Clipper v5.3 for Windows : s/n: 1055110-23047 CA-DBfast 2.0 / win ,os/2 : 026220D30200 CA-REALIZER 2.0 / win, os/2 : 1064100-20010 Cable Management Systems v2.01 for Windows: s/n: CMS94DA0066 CaBook v1.10 : Name: CORE CMT Key: 167X3L-A6CI1 Cache and Cookie Washer for Netscape 4.x v2.03 : s/n: NS-100-000-105 Key: B719-5E7C Cache Bomber v1.0 : 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v7.0 final : Name: (Anything) s/n: cwpa700000000 CakeWalk Pro Audio v8.0 final : Name: (Anything) s/n: CWPA8.00-000000 CakeWalk Pro Audio v9.0 final : Name: (Anything) s/n: cwpa900000000 Cakewalk Pro Audio v8.0 Deluxe : s/n: CWPD8.00-000000 CakeWalk Professional v2.01 : s/n: 209038-CPW-2.01 Cakewalk Score Writer v1.0 : s/n: CWSW1.00-000000 CalcultatHours v2.0 : Name: Jupiter [DARKSTAR] s/n: DS--FSHCALC CalcWorks 1.5.x : Hold down option key when clicking on Register s/n: 1526543729 1668272306 1593518657 CalcX Conversion Calculator : Name: team TNO Code: 1981-3085 Calendar v0.95b4.2 : Name: Warp98 Code: A16-35M-1615 Calendar 99 v2.6 rev 2 : Code: EPOCH s/n: (Anything) Calendar Builder V2.2e : Name: TiC s/n: RKS-447325 Calendar Builder v2.8 : Name: n03l s/n: RKS-505237 Calendar Builder v3.1 Win9xNT : Name: Blackstar/TRPS98 s/n: RKS-2300528 Calendar Builder v3.1a Win9xNT : Name: Blackstar/TRPS98 s/n: RKS-2300528 Calendar Builder v3.1b Win9xNT : Name: Blackstar/TRPS98 s/n: RKS-2300528 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    DOCUMENT RESUME ED 456 797 IR 020 546 AUTHOR Burns, Mary; Dimock, Vicki; Martinez, Danny TITLE TAP into Learning, Fall-Winter 2000. INSTITUTION Stanford Univ., CA. ERIC Clearinghouse on Educational Media and Technology. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 2000-00-00 NOTE 26p.; Winter 2000 is the final issue of "TAP into Learning CONTRACT RJ9600681 AVAILABLE FROM For full text: http://www.sedl.org/tap/newsletters/. PUB TYPE Collected Works Serials (022) JOURNAL CIT TAP into Learning; v2 n3, v3 n1-2 Fall-Win 2000 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Computer Assisted Instruction; Computer Software; *Computer Uses in Education; Constructivism (Learning); Educational Technology; Elementary Secondary Education; *Hypermedia; Interactive Video; Learning; Learning Activities; Multimedia Instruction; *Multimedia Materials; Visual Aids IDENTIFIERS Reflective Inquiry; Technology Role ABSTRACT This document consists of the final three issues of "TAP into Learning" (Technology Assistance Program) .The double fall issue focuses on knowledge construction and on using multimedia applications in the classroom. Contents include: "Knowledge Under Construction"; "Hegel and the Dialectic"; "Implications for Teaching and Learning"; "How Can Technology Help in the Developmental Process?"; "Type I and Type II Applications"; "Children's Ways of Learning and the Evolution of the Personal Computer"; "Classroom Example: Trial of Julius Caesar's Murderers and Court Case Website"; "Glossary of World Wide Web Terms"; "Hypermedia: What Do I Need To Use Thought Processing Software?"; and "What Do I Need To Make a Web Page in My Class?" The winter issue, "Learning as an Active and Reflective Process," focuses on the process of learning and on using video in the classroom.
  • Emailer and a Review of Owen Linzmayer's Book, the Mac Bathroom Reader

    Emailer and a Review of Owen Linzmayer's Book, the Mac Bathroom Reader

    to About Thiiis Partiiiculllar Maciiintosh® 1.06 September 6th, 1995 WELCOME TO THE six-month mark, celebrated in brand-new relationships, brand-new puppies, and brand-new publications. ATPM has been continuously published for six months. Yowza, indeed. Yes, the changes have slowed. You'll note only a few, minor changes from the last issue of ATPM to this one. A by-line here, a title tweak there. You see, I got that job I was looking for, and I've gone and lost almost all of the free time in which I used to write the magazine. But do not despair, faithful readers. ATPM is reaching the point where it can begin to publish itself. Sort of. Roughly speaking, ten percent of this issue was written by someone other than myself, and that means less time required of me for each issue. Ultimately, this will lead to a broader, more timely publication. I hope. If you're interested in helping, let me know how. Whatever you do, please do continue to write and submit your work. See the endnotes. In this issue you'll find an evolution of last month's news column: a regular feature called AppleSauce. Now, that's not sauce as in "saucy," but rather sauce as in... well... you'll see. This month's issue also features a review of Claris Emailer and a review of Owen Linzmayer's book, The Mac Bathroom Reader. In addition, the new shareware reviews debut with a contribution from Brian Bergstrand (I hope he'll write for ATPM again).
  • Apprendre Le Langage Html

    Apprendre Le Langage Html

    Apprendre le langage Html Chapitre 1 : Le Web parle Html Qu'est ce que l'HTML? HTML est le langage de balisage hypertexte utilisé dans le Web (HyperText Markup Language). Ce n'est pas un langage de programmation proprement dit. Ce sont "simplement" des balises pour mettre en forme (avec des liens, en tableau, etc...) du texte et des images. Pour avoir une idée de l'aspect d'une page écrite en HTML, cliquez sur "Affichage" (ou "View") dans votre navigateur, puis sélectionnez "page source". Qu'est ce qu'une balise? Une balise est une "instruction" comprise entre crochets < > qui possède un nom et parfois des attributs. <br> est, par exemple, la balise utilisée pour spécifier qu'il faut passer à la ligne. La plupart des balises doivent être ouvertes puis refermées. On retrouvera donc souvent une balise de début et une balise de fin. La balise de fin porte le même nom que la balise de début mais est en plus précédée du signe /. Nous aurons donc: (ouverture) <nom_de_balise> et (fermeture) </nom_de_balise>. Par exemple: <b>mon texte en gras (bold)</b>. Le nom de la balise (contenu entre les crochets) n'est pas sensible à la casse: il peut être écrit indifféremment en majuscule, en minuscule ou en un mélange des 2. L'attribut d'une balise est défini comme suit: nom_attribut="valeur" Par exemple, la balise utilisée pour faire un lien a pour nom "a", et pour nom d'attribut "href". Ainsi, <a href="http://www.google.fr">Google</a> permet de faire un lien vers la page principale du site de Google.
  • Osu1117567653.Pdf (875.78

    Osu1117567653.Pdf (875.78

    A STUDY TO UNDERSTAND PRESERVICE TEACHERS’ LEARNING EXPERIENCES WHILE DEVELOPING ELECTRONIC PORTFOLIO IN A TEACHER EDUCATION PROGRAM DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Shwu-Meei Chen, M.A. ***** The Ohio State University 2005 Dissertation Committee: Approved by Dr. Marilyn Johnston, Adviser _________________________________ Adviser Dr. Richard Voithofer, Co-Adviser _________________________________ Dr. Rebecca Kantor Co-Adviser College of Education Copyright by Shwu-Meei Chen 2005 ABSTRACT Recently, many teacher education programs have implemented electronic portfolios in order to develop preservice teachers’ technology competency and promote reflectivity. This study looked at the use of electronic portfolios in a year-long teacher education program considering how they were used and what the students learned. The participants were a cohort of M.Ed. students involved in a year-long teacher education program. The study explored the preservice teachers’ perceptions of developing electronic portfolios and then whether their learning about e-portfolios was integrated into their subsequent teaching. This study used sociocultural theory as framework to understand: 1) What were these preservice teachers’ perception of learning about the e-portfolio? 2) How did sociocultural context influence these preservice teachers’ learning from the e-portfolio? 3) What did these preservice teachers learn from developing their e-portfolios