Sad Sally
Environmental Engineering
Environmental impact. Treatment and management of industrial and urban effluents and waste. Environmental protection.
3 Roles Quite often in work situations we are asked to work with a group of people we have not met before and with whom we may seem to have very little in common. The group, which may be labelled a ‘team’, could be tasked to organise or produce something about which some of the members may know more than others. After a period of initial awkwardness perhaps, the group members start to find out more about each other and attend to their task. It is quite likely that each of the members will th
Education in the United States
The drive to make American universities more diverse shows some success, but consistent and meaningful inclusion of under-represented minorities seems elusive, according to four academics whose own experiences help illuminate the problem.
“The civil rights agenda is challenged today in many ways,” says Evelyn Higg
21M.542 Interdisciplinary Approaches to Musical Time (MIT)
Includes audio/video content: AV special element video, AV selected lectures. This course is an interdisciplinary exploration of three broad topics concerning music in relation to time.Music as Architecture: the creation of musical shapes in time;Music as Memory: how musical understanding depends upon memory and reminiscence, with attention to analysis of musical structures; andTime as the Substance of Music: how different disciplines such as philosophy and neuroscience view the temporal dimensi
4.2 Notes in the margins
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
8.7.2 Assess the effectiveness of your strategy How did you carry out your work? What lines of enquiry did you follow to reach your conclusions? Were there any dead-ends where you felt you could not make further progress, or particular insights that you felt helped you to better understand your work? You should be able to explain why you pursued some approaches but rejected others; what decisions did you make to keep you on track? In stating your conclusions and interpreting the results of your work, you should refer back to what you
8.7 Evaluating strategy and presenting outcomes This stage of the framework focuses on identifying what you have achieved and how well you have achieved it. It involves you in evaluating your strategy and presenting the outcomes of your work. As you evaluate and assess your strategy, identify aspects of your problem-solving skills that you want to develop further. At the end of this stage, use the records in your Skills File to complete the activity ‘Evaluating your problem-solving strategy and presenting outcomes’ and pull togeth
8.5 Monitoring progress This stage is about keeping track of your progress. Are you tackling your problem-solving activities effectively? How do you know? Could you have done things differently, made use of different tools (such as software packages) or facilities, taken more advantage of tutorials, training sessions or local expertise, or recognised that such support would have helped you? Monitoring your own performance and progress needs practice; try to stand back and look at what you are doing as if you w
8.3.3 Explore problems Recognising and framing problems so that you can tackle them effectively is a central part of a problem-solving strategy. Often, problems are not presented in a well-defined way, and it is up to you to define exactly why a problem exists and what its boundaries are. Recognising a problem means identifying that there is a gap between the present situation and what is desirable, and establishing that no immediate solution is at hand. This exploratory stage is about finding out more about
8.3.1 Identify opportunities for using problem-solving skills Where and how will you use problem-solving skills over the next 3–4 months? What opportunities do you have to develop your skills? For example, you may be working on a course project with a defined goal but the best route to that goal is not clear; you might be involved in contributing to the design of a system, improving its performance or investigating the feasibility of ideas; you may be involved in resolving resource or staffing difficulties, or in planning a major event. Problems
7.6.4 Evaluate the effectiveness of your strategy Using the records in your Skills File, look back over your number skills development work and think about how your decisions, and the facilities and constraints of your working environment influenced the way you tackled the task. How effective was your strategy in improving your skills? Identify what was and was not helpful in achieving your goals and outcomes, and assess how your own strengths and weaknesses contributed to this. Evaluate your achievements against the criteria you estab
7.6.3 Explain results in relation to your work You should be able to explain the results of your work, drawing attention to any patterns, trends or relationships you have identified. What are the consequences of your work? Does it support the hypotheses or assumptions you started with? How did you carry out your work? What lines of enquiry did you follow to reach your conclusions? Were there any dead-ends where you felt you could not make further progress, or particular insights that you felt helped you to understand your work better? You
7.6.2 Present information effectively Organise your data so that you can use it to illustrate and support your arguments or point of view. To do this successfully you must be clear about what you want to say, who is your intended audience, and what points you want your audience to understand. Think about the most appropriate way to present your findings, and whether particular types of charts, graphs or diagrams will bring out the relationships you want to demonstrate. Choosing graph axes carefully (for example using non-linear s
Introduction With the announcement of the summer Olympics coming to London in 2012, fierce competition between football clubs in the domestic league, and developments in coaching and training throughout all areas of physical fitness, there has never been a better time to learn more about sport. Many of us take for granted what we know about sport, whether we participate or spectate. But have you ever thought about delving deeper, to find out more about the sport you follow in particular and how it fits in
Meet the Author: John Powers
"Fenway Park: A Salute to the Coolest, Cruelest, Longest-Running Major League Baseball Stadium in America"
About the book:
Since it opened in 1912, Fenway Park has become an iconic destination for baseball fans everywhere and a source of great civic pride for generations of New Englanders. Home to the Boston Red Sox--as well as many important non-baseball events over the decades--it is consistently among the most visited and toured stadiums in the country. Published in association with the Bosto
6.3 The Zidane head-butt
The most ‘important and greatest puzzle’ we face as humans is ourselves (Boring, 1950, p. 56). Humans are a puzzle – one that is complex, subtle and multi-layered, and it gets even more complicated as we evolve over time and change in different contexts.
When answering the question ‘What makes us who we are?’, psychologists put forward a range of explanations about why people feel, think and behave the way they do. Just when psychologists seem to understand one bit of ‘who we are’
The Psych Files
Psychologist Michael Britt has created this podcast for all those interested in the topic of psychology and how psychological theory can be seen in everyday life. Dr. Britt brings a lively, unique delivery to all topics in the field of psychology, from Freudian theory to how statistics are used to understand human behavior. Concept maps are often included, as are links to online video that many people, especially students of psychology, will find interesting.
Nieuwe technologie in het onderwijs
Seminar 16 Army War College Class of 2012 distance education program.
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