#Zepernick

[viebigandre]

[berlinverkehr]

ADAC sieht bei vielen "Bike and Ride"-Anlagen Verbesserungsbedarf, aus rbb24

10.10.2024 https://www.rbb24.de/panorama/beitrag/2024/10/berlin-brandenburg-adac-test-bike-ride-pendeln-umland-fahrrad-bahnhof.html 300.000 #Pendler gibt es in Berlin und Brandenburg, meist sind sie mit dem Auto unterwegs. “#Bike and Ride”-Anlagen sollen mehr Menschen zur klimaneutralerer #Mobilität bewegen – doch die Qualität der Rad-Parkplätze hat laut #ADAC-Test noch Luft nach…

[baureihe185]

185 543 bei Zepernick am 20.08.2024

[craft2eu]

ANTJE SCHARFE - Keramik: Halle (Saale) bis 08.07.2023

Antje Scharfe leitete an der an der Burg Giebichenstein – Kunsthochschule Halle von 1994 bis 2007 die Fachrichtung Plastik/Keramik – die dann ihr Nachfolger Martin Neubert übernahm. Antje Scharfte kehrt aktuell mit einer Ausstellung in der Zeitkunstgalerie nach Halle zurück: „Für mich war Keramik immer eine stufenlos mischbare Materialwelt zwischen Beton und Glas und das Material mit dem man fast…

[tsmom1219]

Losing winter ice is changing the Great Lakes food web – here’s how light is shaping life underwater

Ice on Lake Erie provides winter light for algae thriving below. Sue Thompson, CC BY-ND by Steven Wilhelm, University of Tennessee; Brittany Zepernick, University of Tennessee, and Robert Michael McKay, University of Windsor Winters on the Great Lakes are harsh – so much so that the scientists who work there often focus on the summer months, when tiny microbes at the base of the food chain were…

[3d-4u-eu-blog]

🇩🇪 Heute den Druckkopf komplettiert. Als nächstes muss das Kabelwirrwarr sortiert und ordentlich verlegt werden. "Mühsam ernährt sich das Eichhörnchen." 😉 . 🇬���� Today the print head is completed. Next, the cable tangle must be sorted and laid properly. "The squirrel feeds hard." 😉 . #️⃣ #3d4u #3d_4u_eu #3ddruck #druckservice #3ddruckservice #3dprint #3dprinted #3dprintingservice #3dprinting #blvmgncube #corexy #duet3d #buildtime #makeprintgreatagain #selberbauen #makersgonnamake #zepernick #panketal #brandenburg #deutschland #germany #frommakertomaker (hier: Zepernick, Brandenburg, Germany) https://www.instagram.com/p/B89Nj9iHJv4/?igshid=1bg8dc739loa3

[moviemosaics]

Fear Street Part Three: 1666

directed by Leigh Janiak, 2021

[dummefriseurnamen]

Scheitelbar. Vielen Dank an F.F. für diesen Beitrag!

[gothambatandcat]

Behind-the-scenes pictures from last night’s episode of “Gotham”.

📷: seanpertwee

[film-book]

#BlackLightning: Season 2, Episode 15: The Alpha TV Show Trailer [#TheCW] Black Lightning The Alpha Trailer The CW's Black Lightning: Season 2, Episode 15: The Book of the Apocalypse: Chapter One: The Alpha… 383 more words

[moviesandmania]

CODE NAME BANSHEE (2022) Preview of action-thriller with trailer

CODE NAME BANSHEE (2022) Preview of action-thriller with trailer

Code Name Banshee is a 2022 American action thriller about two deadly govt hired assassins fighting off CIA-hired killers. Directed and co-produced by Jon Keeyes (The Survivalist; Rogue Hostage; The Harrowing; Doom Room; Fall Down Dead; Nightmare Box; Suburban Nightmare; Hallow’s End; American Nightmare) from a screenplay written by Matthew Rogers (The Survivalist). Also produced by Jordan…

[bdsmsub67]

moz. de Daumen hoch für Regionale Berichterstattung: Windlichter auf dem Marktplatz: In Eberswalde wird der bislang mit positivem Corona-Status verstorbenen Barnimer gedacht. Die Aktion ist von einem Freundschaftskreis junger Eberswalder, Bernauer, Melchower und Zepernicker organisiert worden.© Foto: Sven Klamann

[virginiamasonrp]

AUDICIÓN ACEPTADA EMILY LEWIS ( ZOIE PALMER )

¡ Bienvenida a Los Ángeles, EMILY LEWIS ! Después de una profunda revisión de tus documentos, parece que todos tus papeles de residencia están en completo orden, por lo que la impresionante ciudad de Los Ángeles, está preparada para recibirte.

¡ DIMARYS ! Muchísimas gracias por interesarte en nosotros. A partir de este momento cuentas con 24 horas para enviar la cuenta de tu personaje. Si necesitas más tiempo, no dudes en acercarte al main y solicitarlo. Esperamos verte muy pronto por aquí, que te diviertas en tu estadía con nosotros.

► DATOS IC

Nombre completo del personaje: Emily Lewis Zepernick

Faceclaim: Zoie Palmer

Edad y fecha de nacimiento: 37 años |

Ocupación: Jefa en Traumatología

Dónde nació: Toronto, Canadá

► DATOS OC

Nacida en Toronto, Canadá, tiene 36 años, viene de una familia adinerada y conocida en la ciudad de Nueva York. Fue jefa en el área de traumatología en el NewYork-Presbyterian Hospital. Hija de David Lewis (cirujano plástico) y Lesley Newbery (abogada). En el colegio siempre estuvo involucrada en los deportes, pero más enfocándose en el equipo de natación, gano primer lugar en algunas competencias. Al cumplir la mayoría de edad Emily decidió estudiar medicina, mientras avanzaba su carrera se dio cuenta que su pasión era el área de trauma, gustaba concentrarse en diferentes situaciones a la misma vez teniendo su mente ocupada.

Luego de culminar sus estudios decidió mudarse a Nueva York en busca de mayores horizontes y tomar riendas de su vida. Emily es adicta al trabajo y siempre le verás con la bata blanca.

Antes de aceptar la oferta del Virginia Mason se encontraba a cargo de un hospital adquirido por su padre haciéndola legalmente dueña y jefa del lugar por el cercano retiro de su padre del bisturí. Decidió aceptar el puesto en el Virginia porque realmente necesita ampliar sus conocimientos por ella misma fuera de su territorio por ser hija y dueña de un hospital. Emily siempre ha querido ser madre, pero entiende que es una responsabilidad grande la cual no puede manejar. Lleva una relación abierta con su familia.

► PERSONALIDAD

Es simpática, muy sociable, bastante coqueta y acostumbra a obtener lo que quiere. Busca cualquier solución ante los problemas, es muy tranquila, pero con un carácter muy fuerte. En su tiempo libre le gusta hacer deportes, es aficionada a la fotografía, le gusta bailar, viajar y pasar tiempo con sus amigos. Tiende hacer bastante protectora y territorial con su pareja.

► DATOS EXTRA

Ama las fresas con chocolate y las galletas

Colecciona cámaras fotograficas

Le gusta el vino tinto y la cerveza

Gusta de hacer ejercicios en su poco tiempo libre

Es adicta al trabajo

Le fascinan los girasoles

[pbarajas16du]

Homework Post #8

I agree with Bergmann and Zepernick in their findings of students not taking writing seriously because there is this huge notion in college of “I hate writing essays and ughh its 8 pages long and its going to take me hours.” That however is part of college and so to complain baffles me about students. Writing is a part of everything, it can be found in math because you must take apart the problem and analyze what it is asking. It is found in computer science as well because you have to write to code and build programs. Students usually feel that writing classes teaches “them mechanical skills and the MLA citation system, and in which their highest priority should be to achieve the required page length without boring the reader too much” instead of how to critically write or be passionate about something. Successful transfer is able to be done because writing classes give student writers the tools to transfer their knowledge into other courses or area of study. 

There are multiple ways to transfer writing skills to other areas of study especially because you always have to cite and give credit to others and that is what writing classes teach you so that you never get caught plagiarizing. Transfer writing happens almost subconsciously because writing classes drill these ideas into your head of proper writing, so you always remember that and implement it into other works. One example is when I write papers for ethnic studies and I must cite others and have proper sentence structures, I also have to understand the rhetoric being thrown at me. I know writing can be daunting, but writing can be a task easily learned and isn’t as daunting as many students think it is. Also, that subtle sexism thrown in there from the study also got to me because most students believe writing is more feminine which I think needs to be unpacked and faced.

[elliewrit1133]

HW #8

I was originally deterred by Bergmann and Zepernick reading on Disciplinarity and Transfer because of its length: more than twice as long as our last reading! And I struggled to maintain concentration and engagement with that one! But when I finally got down to business and began reading on the stair-master this morning, I was captivated pretty much instantly. The study and results and ideas behind the study was all fascinating to me. It was so easy to engage and pay attention and enjoy what I was reading. And I’m quite grateful for that. 

I have several different takeaways. The first one I’d like to briefly discuss is that I felt somewhat personally attacked by the section where the three distinct themes about the respondents’ opinions about learning to write in different disciplines were presented. Briefly summarized, the first theme says that “students tend to think of writing in English classes as personal and expressive rather than academic or professional”(129). I was ashamed to discover that I do in fact feel that way, and I’ve never once considered how that might hinder my potential as a writer. The second theme kind of builds off of this: because students think of writing in English classes as more personal, they think of it as a ��natural” act with only a few very simple rules with everything else being a matter of opinion; Meanwhile, when discussing writing in other courses, students “revealed a very strong acceptance of the authority of disciplinary standards”. In other disciplines, facts are more concrete which causes students to view them as more authoritative, academic, and professional. The third theme is sort of an umbrella over the other two, claiming that students do not view the techniques learned in English classes as portable to other classes because of the misconception that it is not professional. 

Successful transfer is hard because most students think of it as pointless and impossible--subjective and personal writing does not belong elsewhere in the academic world. Students in the study expressed that their writing was primarily catered towards what the teacher wants, and one engineering student said that in English classes “you entertain”. 

I found it interesting when the authors were discussing the applications of the results and said that while students are shown a “process oriented” approach to writing, they instead opt for a “product oriented approach” which severely hinders the skills that could be gained from that experience. This leads into one of my favorite claims that were made in the reading: it is not that students are unable (don’t have the skills) to transfer what they’ve learned in their writing classes, but instead that they do not look for the opportunities to do so because they view it as pointless. 

Transfer is important in education because it allows our knowledge to grow, overlap and strengthen. Problem solving skills and rhetorical abilities that can be learned from English classes are applicable to real world problems just as much as skills and knowledge in more “concrete” disciplines. We are better communicators in our specific disciplines if we are able to transfer knowledge and techniques we’ve learned elsewhere. 

I think the transfer of knowledge is something we all struggle with, without being aware that we are struggling with it. I know that was the case for me and I’m glad this piece was able to open my eyes. And I’m going to work to transfer this awareness to all of my academic pursuits, not only in this writing class. 

The authors mentioned how the way that the students expressed their opinions on writing classes and knowledge transfer proved that they possessed strong rhetorical abilities. We are all capable of so much!

[kenzieking-012-blog]

Homework #8

My first two years of college I attended Belmont University in Nashville, Tennessee. I was in the interdisciplinary Honors program which was created with the premise that everything is connected, even/especially when it’s seemingly disconnected. Each teacher, regardless of whether they taught a history class about the medieval world or a course on leadership, was required to instruct students on how to cognitively recognize connections and transfer learning between classes. In essence, we were learning to learn. Though I’m no longer necessarily in an interdisciplinary program, the emphasis on this habit has wired my brain to look for the ways my courses interact with one another and to build a house of knowledge rather than mentally filing away information in flimsy, separated cardboard boxes. Transferring knowledge continues to be a part of my sub-conscious learning process, and I think that is because of the emphasis placed on this by past professors and the way they collaborated to create a learning environment conducive for putting it into practice. One of the suggestions Bergmann and Zepernick offer in response to their research is to provide an “FYC course that introduced students explicitly to the concept of disciplinarity and focused less on teaching students how to write than on teaching students how to learn to write.” I think “increas(ing) students’ understanding of the process of learning to write,” especially in the first year of college,  lays the foundation for any further instruction on writing within specific disciplines, but I also think this can only happen if professors are willing to collaborate across disciplines and create an environment that nurtures these habits.