15.341 Individuals, Groups, and Organizations (MIT)
This class develops basic concepts for understanding individual, group, and organizational behavior through the critical analysis of important works in the field. Among the areas covered are: individual affect and cognition; group process and performance; and organizational culture and adaptation. The class also emphasizes the use of behavioral science concepts for stimulating new and useful organizational behavior research.
Activity 3 for Scenario
|This is the curriculum of activity 3 that is described in the educational scenario "The use of the stinging nettle (Urtica dioica L.) as a natural fungicide"|
7.342 Chronic Infection and Inflammation: What are the Consequences on Your Health? (MIT)
In this course we will explore the new emerging field of pathogen-induced chronic diseases. Work in this field has redefined the causes of some major disorders, such as ulcers. By reading the primary research literature we will learn about the molecular mechanisms through which pathogens cause disease. The diseases that we cover will be introduced with a short patient case study. We will discuss the bacterium Helicobacter pylori and gastric disease, HPV and cervical cancer, hepatitis C virus and
Suu Kyi back to work
Just two days after her release from house arrest, democracy leader Aung San Suu Kyi meets members of her political party.
Measuring Health and Disease 1: Introduction to Epidemiology
This module aims to enhance the measurement skills essential for effective Public Health practice. It complements the other modules and lays the foundation for further study or work in the field of Epidemiology and health research. It provides an introduction to the concepts, methods and role of Epidemiology in Public Health and provides a variety of tools for the assessment and interpretation of health problems.
Learning in the laboratory: an interactional, factual and conceptual experience.
When the teacher acts in a particular way, how does the student probably experience his act? What is the nature of these experiences and how teachers may influence them? Our starting point was a three-dimensional model (subject, object, project) defining three domains of experience: the interactional, perceptual domain, the conceptual, mental domain and the factual, concrete domain. We adapted this theoretical framework to the context of learning in the laboratory. It is assumed that all three d
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