1.3 The perils of partnership: policy as an adaptive system Here the focus is on an organic way of understanding the relationship between policy and action. From this perspective, government, public service organisations, contractors, staff and, more recently, the public themselves are viewed not as cogs in a machine but as mutually interacting elements of an adaptive policy system. As in other organic entities – populations, species, even the human body itself – change takes place around an equilibrium point at which the entity is in balan
Introduction Most of the literature on the policy process focuses on how policy is made: the processes of negotiation and bargaining that take place, the struggle between rationality and politics, and the tension between ‘top-down’ and ‘bottom-up’ approaches. This unit is concerned with a rather different set of dynamics: the relationship between policy and what actually happens in the process of delivery. Formal, sequential descriptions of the policy process relegate this phase to the i
Air Pollution Trends and Impacts: Assessing Transportation in Context of Global Change
It is a complicated matter mapping the movement of pollution in the atmosphere, but Noelle Eckley Selin models not just the chemistry of the atmosphere as it absorbs emissions and responds to climate change, but its potential impact over time on human health and world economies. She takes a systems approach “to understanding
Effective Practices for Recruitment, Mentoring, and Retention
With many years of academic and corporate workplace experience among them, these panelists share expertise and best practices for recruiting and retaining women to science and engineering careers.
Mildred Dresselhaus came to MIT to teach physics to engineering students. Although she received a scholarship funding women
Andrew Bridges' Valedictory Seminar, 16 May 2011
On 16 May, the Centre for Criminology hosted Mr Andrew Bridges' valedictory lecture on the occasion of his retirement as Chief Inspector of Probation. The lecture was attended by academics, probation practitioners and managers, officials from the Ministry of Justice and National Offender Management Service and heads of youth offending teams. Andrew Bridges paid tribute to all those who have done excellent work with offenders and done a difficult job well. Against a backdrop of an often polarise
Susan Hockfield Inauguration (May 6, 2005)
On May 6, 2005, Dr. Susan Hockfield was inaugurated as the 16th president of MIT. Hockfield, the first woman and the first life scientist to lead MIT, committed the Institute to sustaining its commitment to intellectual openness, as well as to increasing the numbers of women and underrepresented minorities in academia. During the ceremony, she also announced a new initiative on energy and the environment. Established in September, 2006, the MIT Energy Initiati
Next steps
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
4.6 Hyperbola (e > 1)
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
4.3 Focus–directrix definitions of the non-degenerate conics
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
3.4 Further exercises
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
Introduction The focus of this unit is on implementing a project. The first part considers how the activities of a project start. Although planning and action run side by side, it is often difficult to initiate action to progress the first tasks. Once things start to happen, the project enters a new stage. Management of the project changes, from stimulating the initial action to monitoring and reviewing it in order to control the project's progress. Control systems are essential in managing a project of a
Introduction The default learning path in this unit takes a problem-based approach to learning about project management. You work through a realistically complex and messy example of project management and engage in a series of tasks associated with the case-study materials. At each stage of the case study you have access to project management resources which describe useful approaches to project management and introduce useful frameworks and tools. However, these are provided as an aid to your learning n
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Introduction There are a number of reasons for using consultants. These include the provision of interim or other temporary services, specialist expertise such as employment law, and general support such as coaching. They also include more substantial involvement with change, either just at the diagnostic stage or throughout the change process. There are different modes of consulting, of which the process mode is preferable whenever problems are at all complex. This unit looks both at sub-contractin
1.2 Lines
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
3.1 Spotlight on study
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
A pressing engagement
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
Glancing ahead
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
Using your calculator
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
Puzzling out the Soma cube
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
