8.21 The Physics of Energy (MIT)
This course is designed to give you the scientific understanding you need to answer questions like - How much energy can we really get from wind? - How does a solar photovoltaic work? - What is an OTEC (Ocean Thermal Energy Converter) and how does it work? - What is the physics behind global warming? - What makes engines efficient? - How does a nuclear reactor work, and what are the realistic hazards? The course is designed for MIT sophomores, juniors, and seniors who want to understand the fund
Author(s): Jaffe, Robert L.,Taylor, Washington

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8.21 The Physics of Energy (MIT)
This course is designed to give you the scientific understanding you need to answer questions like - How much energy can we really get from wind? - How does a solar photovoltaic work? - What is an OTEC (Ocean Thermal Energy Converter) and how does it work? - What is the physics behind global warming? - What makes engines efficient? - How does a nuclear reactor work, and what are the realistic hazards? The course is designed for MIT sophomores, juniors, and seniors who want to understand the fund
Author(s): Jaffe, Robert L.,Taylor, Washington

License information
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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

8.21 The Physics of Energy (MIT)
This course is designed to give you the scientific understanding you need to answer questions like - How much energy can we really get from wind? - How does a solar photovoltaic work? - What is an OTEC (Ocean Thermal Energy Converter) and how does it work? - What is the physics behind global warming? - What makes engines efficient? - How does a nuclear reactor work, and what are the realistic hazards? The course is designed for MIT sophomores, juniors, and seniors who want to understand the fund
Author(s): Jaffe, Robert L.,Taylor, Washington

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

8.323 Relativistic Quantum Field Theory I (MIT)
In 8.323, Relativistic Quantum Field Theory I, concepts and basic techniques are developed through applications in elementary particle physics, and condensed matter physics. Topics include: Classical field theory, symmetries, and Noether's theorem. Quantization of scalar fields and spin 1/2 fields. Interacting fields and Feynman diagrams.

8.323 Relativistic Quantum Field Theory I (MIT)
In 8.323, Relativistic Quantum Field Theory I, concepts and basic techniques are developed through applications in elementary particle physics, and condensed matter physics. Topics include: Classical field theory, symmetries, and Noether's theorem. Quantization of scalar fields and spin 1/2 fields. Interacting fields and Feynman diagrams.

8.323 Relativistic Quantum Field Theory I (MIT)
In 8.323, Relativistic Quantum Field Theory I, concepts and basic techniques are developed through applications in elementary particle physics, and condensed matter physics. Topics include: Classical field theory, symmetries, and Noether's theorem. Quantization of scalar fields and spin 1/2 fields. Interacting fields and Feynman diagrams.

21L.016 Learning from the Past: Drama, Science, Performance (MIT)
This class explores the creation (and creativity) of the modern scientific and cultural world through study of western Europe in the 17th century, the age of Descartes and Newton, Shakespeare, Rembrandt and Moliere. It compares period thinking to present-day debates about the scientific method, art, religion, and society. This team-taught, interdisciplinary subject draws on a wide range of literary, dramatic, historical, and scientific texts and images, and involves theatrical experimentation as
Author(s): Henderson, Diana,Sonenberg, Janet

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5.067 Crystal Structure Refinement (MIT)
This course in crystal structure refinement examines the practical aspects of crystal structure determination from data collection strategies to data reduction and basic and advanced refinement problems of organic and inorganic molecules.

5.069 Crystal Structure Analysis (MIT)
This course covers the following topics: X-ray diffraction: symmetry, space groups, geometry of diffraction, structure factors, phase problem, direct methods, Patterson methods, electron density maps, structure refinement, how to grow good crystals, powder methods, limits of X-ray diffraction methods, and structure data bases.

Lifelong learning for the Italian Public Administration: the MarchE-Learning Project
This paper describes a local experience for the development of a framework program to set up a Continuous Learning System for Public Administration employees of Marche Region, in Central Italy. Such program belongs to a greater national program, aimed at modernizing the Italian Public Administration by means of the application of ICTs. This program is also part of Italian participation in the European Union’s Lisbon Strategy, aimed at turning Europe into one of the most competitive knowledge-ba
Author(s): Viola Silvia Rita,Da Lio Elizabeth,Sannia Monia,Er

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Designing and application of E-portfolio for teacher training
Portfolio is not just a magic word but it is mandatory for everyone in today's free market. Some companies started their own portfolios for employee assessment. Other has them for optimization purposes or even education. Each of us first encounter portfolio in schools. Big books with grades and other useful data were in them. In the teacher education we also have portfolios and the most important is teacher training portfolio. Based on this portfolios employees decide who to hire or not. With th
Author(s): Krasna Marjan,Bratina Tomaz,Kaucic Branko

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CAS for Mathematics E-Learning - a European Perspective
We report on activities and progress in a European (Comenius 2.1) project "LTMLearning Tools for Mathematics" that creates multilingual learning units on the basis of Mathematica and M@th Desktop. A customized user-interface based on palettes is optimized for use in class, and notebooks provide associated math content with a strong emphasis on visualization. The multilingual nature of the learning units makes them useful for transnational school collaboration projects, as has been demonstrated i
Author(s): Thaller Bernd,Simonovits Reinhard

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Towards Web 2.0 Schools: Rethinking the Teachers Professional Development
This paper aims at analyzing the Web 2.0 based distance education in the K-12 schools as an emerging phenomenon that catalyzes a new educational reform all over the world. Some pre-Web 2.0 best practice examples are analyzed in order to draw the main findings in the paper. The teacher’s professional qualification designed to meet the new challenges is considered as a key problem for a successful penetration of this phenomenon in the schools. It is emphasized on the importance of designing a lif
Author(s): Nikolov Roumen

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PRAXIS - Pervasive Rehabilitation of Aphasia with an eXtensible Interactive System
This thesis describes computer-assisted (CA) methods for the treatment of acquired language impairment in adult aphasics. A key design objective of this project was the elimination of the indirect manipulation of keyboard and mouse (in CA speech language therapy sessions) in favour of the direct manipulation of virtual and physical objects afforded by touchscreen display and radio frequency identification technology (RFID). While computer-assisted treatment of aphasia has been used since the 196
Author(s): Burke Kiernan

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PRAXIS - Pervasive Rehabilitation of Aphasia with an eXtensible Interactive System
This thesis describes computer-assisted (CA) methods for the treatment of acquired language impairment in adult aphasics. A key design objective of this project was the elimination of the indirect manipulation of keyboard and mouse (in CA speech language therapy sessions) in favour of the direct manipulation of virtual and physical objects afforded by touchscreen display and radio frequency identification technology (RFID). While computer-assisted treatment of aphasia has been used since the 196
Author(s): Burke Kiernan

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Situational knowledge in physics: The case of electrodynamics
Major difficulties for a novice physics problem solver are how to interpret new problems and how to combine information given in the problem with information already known. A domain expert, by contrast, has the knowledge to take full advantage of problem features at a glance. It takes a long period of practice to acquire such situational knowledge, and it would be desirable for this to be taught more effectively. As a first step, this requires information on how situational knowledge differs acr
Author(s): Savelsbergh Elwin,de Jong Ton,Ferguson-Hessler Mon

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Physics learning with a computer Algebra systems: Towards a learning environment that promotes enhan
To become proficient problem-solvers, physics students need to form a coherent and flexible understanding of problem situations they are confronted with. This is important both for solving problems and for interpreting solutions. Still, many students have only a limited representation of the problems they are working on. Therefore, we devised an instructional approach to promote students' understanding of these problems, and to support them in forming associations between problem features and so
Author(s): Savelsbergh Elwin,Ferguson-Hessler Monica G. M.,de

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Co-Lab, design considerations for a collaborative inquiry learning environment
Co-Lab is a learning environment for collaborative inquiry learning in which learners can experiment, make models, consult background information and discuss their findings. The complex learning processes in such an environment need to be supported by appropriate features in the software. In this paper we report on how, based on existing literature and specific user and usability studies, we developed a set of design guidelines that were implemented in the software.
Author(s): Savelsbergh Elwin,de Jong Ton,Van Joolingen Wouter

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MArCo: Building an Artificial Conflict Mediator to Support Group Planning Interactions
The emphasis on building co-operative/collaborative environments has brought out the matter of group interactions. This, in its turn, has highlighted the issue of conflicts, inherent to group problem solving. If well employed, conflicts can act as triggers of cognitive changes, and thus help to refine the group's solution to the task. In this paper, we present a computational framework for detecting and mediating Meta-Cognitive conflicts. The theoretical framework presented here enables a comput
Author(s): Azevedo Tedesco Patricia

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A Comparison of Model-Tracing and Constraint-Based Intelligent Tutoring Paradigms
Two approaches to building intelligent tutoring systems are the well-established model-tracing paradigm and the relatively newer constraint-based paradigm. Proponents of the constraint-based paradigm claim that it affords performance at levels comparable to that of model-tracing tutors, but with significantly less development effort. We have built both a model-tracing and constraint-based tutor for the same problem domain (statistical hypothesis testing) and report on our findings with the goals
Author(s): Kodaganallur Viswanathan,Weitz Rob R.,Rosenthal Da

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