05083nam 2200673 a 450 991045697490332120200520144314.01-283-34936-197866133493611-84951-405-4(CKB)2550000000040899(EBL)948508(OCoLC)797917445(SSID)ssj0000523193(PQKBManifestationID)11332654(PQKBTitleCode)TC0000523193(PQKBWorkID)10542110(PQKB)10498652(MiAaPQ)EBC948508(PPN)228036372(Au-PeEL)EBL948508(CaPaEBR)ebr10481034(CaONFJC)MIL334936(EXLCZ)99255000000004089920110714d2011 uy 0engur|n|---|||||txtccrHistory teaching with Moodle 2[electronic resource] create a history course in Moodle packed with lessons and activities to make learning and teaching history interactive and fun /John MannionBirmingham, U.K. Packt Open Source20111 online resource (432 p.)Community experience distilledIncludes index.1-84951-404-6 History Teaching with Moodle 2; History Teaching with Moodle 2; Credits; About the Author; About the Reviewers; www.PacktPub.com; Support files, eBooks, discount offers and more; Why Subscribe?; Free Access for Packt account holders; Preface; What this book covers; What you need for this book; Who this book is for; Conventions; Reader feedback; Customer support; Errata; Piracy; Questions; 1. Course Structure; Moodle-Ideal for teaching History; Moodle-the Extra Dimension; Re-invent your worksheets; Encourage students to collaborate; Get them using forums; Your first History courseKey stage 3 courses (11 - 13 year olds)Key stage 4 courses (14 - 16 year olds); Naming your course; Creating the History category; Create the Year 7 History course; Creating and enrolling users; Creating users; Enrol users; Adding topic labels; Exercise: Add labels to topics; Your first forum; Use open-ended questions; Types of forum; Setting up a forum; Exercise: Course creation; Clio's Challenge-a social format; Summary; 2. Create Attractive Courses; Preparing images; Collecting images; Cropping an image using GIMP; Scaling an image using GIMP; Saving an image using GIMPWorking with imagesInserting a label; Preparing the image; Adding text to a label; Uploading multiple files; Creating a zipped folder; Uploading a zipped folder; Exercise: Using images; Word clouds; Exercise: creating a word cloud; Summary; 3. Adding Interactive Content; Making files accessible to students; Uploading a file; Where do the files go when they are uploaded?; File Picker and it's options; Creating a link for students to submit their essays; Submitting an essay; A dictionary style glossary; Setting up a glossary; Categories in the glossary; Creating a categoryMaking a glossary entryExercise: Working with a glossary; Monitoring student entries; Altering permissions for the glossary; A glossary only editable by a teacher; Exercise: Further work with glossaries; Random Glossary Entry; Create a Random Glossary using a block; Moving the Random Glossary Entry; Exercise: A random glossary; RSS feeds; Setting up an RSS feed; Configuring the RSS block; Summary; 4. Quizzes; Types of questions; Creating a quiz; Creating a category; Exercise: Creating categories; Creating a matching question; Creating multiple choice questions; True or false questionsCompiling the quizStudent View on entering the quiz; Displaying a Quiz Results table; Creating an end of topic quiz; Setting up an end of topic quiz; Description question; Essay question; Adding questions to the topic quiz; Cloze passages; Summary; 5. The Gradebook; The Gradebook; Adjusting Grader Report settings; Marking an individual student's response; Marking the same essay question by different students; Show course calculations; Categories within your course Gradebook; Moving Grade items to a category; Adding extra value to specific grades in your GradebookCreating a scale for comment-driven marking of essaysCreate a History course in Moodle packed with lessons and activities to make learning and teaching History interactive and funCommunity experience distilled.HistoryComputer-assisted instructionComputer-assisted instructionComputer programsElectronic books.HistoryComputer-assisted instruction.Computer-assisted instructionComputer programs.371.33/4371.334536Mannion John942512MiAaPQMiAaPQMiAaPQBOOK9910456974903321History teaching with Moodle 22126941UNINA03554nam 22006015 450 991029833750332120200703022205.01-4471-5598-X10.1007/978-1-4471-5598-0(CKB)3710000000094945(EBL)1697819(OCoLC)880446704(SSID)ssj0001185994(PQKBManifestationID)11688233(PQKBTitleCode)TC0001185994(PQKBWorkID)11211344(PQKB)11611617(MiAaPQ)EBC1697819(DE-He213)978-1-4471-5598-0(PPN)177821272(EXLCZ)99371000000009494520140328d2014 u| 0engur|n|---|||||txtccrToxic Trauma A Basic Clinical Guide /by David J. Baker1st ed. 2014.London :Springer London :Imprint: Springer,2014.1 online resource (219 p.)Description based upon print version of record.1-4471-5597-1 Includes bibliographical references and index.Introduction -- Toxic trauma:  an historical perspective -- The classification and properties of toxic hazards -- Properties of toxic chemical agents -- Exposure to toxic hazards -- Responding to chemical releases: essentials of organization and incident management -- The pathophysiology of toxic trauma -- The clinical presentation of toxic trauma:  assessment and diagnosis -- The treatment of toxic trauma -- The longer term consequences of toxic trauma -- Preparing for toxic trauma.-Appendices .This book provides practical guidance for health professionals in the event of having to manage individual or mass chemical casualties as part of their work in a hospital or pre-hospital emergency service. The text considers the nature and basic science of the hazards faced as well as the practical management of persons exposed to chemicals and toxins.  Individual chapters cover the development and classification of chemical toxic agents, how exposure can occur and how medical responders should be involved in its management. There is also consideration of the nature of toxic trauma and the pathophysiological processes involved, together with a systematic approach to early and continuing management supported by specific examples of incidents. This guide will be a useful resource for consultants and registrars in emergency medicine, clinical toxicology, internal medicine, anaesthesia and intensive care as well as paramedical HAZMAT responders involved in both the management of mass chemical casualties and ensuring safe operating procedures within potentially contaminated areas to prevent secondary casualties from a chemical release.     .PharmacologyEmergency medicinePharmacology/Toxicologyhttps://scigraph.springernature.com/ontologies/product-market-codes/B21007Emergency Medicinehttps://scigraph.springernature.com/ontologies/product-market-codes/H22000Pharmacology.Emergency medicine.Pharmacology/Toxicology.Emergency Medicine.610615615.906616025Baker David Jauthttp://id.loc.gov/vocabulary/relators/aut555490BOOK9910298337503321Toxic Trauma2536166UNINA