This art history video discussion looks at Jean-Auguste-Dominique Ingres's "Raphael and the Fornarina", 1814, Oil on canvas (Fogg Art Museum).
Hoofdpunten: De cursus geeft een kennismaking met infrastructuur voor Watermanagement. Voor Waterbeheer ligt de focus op ontwatering, afwatering, wateraanvoer en het ontwerpen van eenvoudige aan- en afvoersystemen. Voor Civiele gezondheidstechniek ligt de focus op Gezondheidstechniek en volksgezondheid, drinkwatervoorziening en Integraal waterbeheer. Leerdoelen: Begrip van basisopzet infrastructuur Watermanagement. Eenvoudige systemen kunnen ontwerpen.
This seminar has three purposes. One, it inquires into the causes of military innovation by examining a number of the most outstanding historical cases. Two, it views military innovations through the lens of organization theory to develop generalizations about the innovation process within militaries. Three, it uses the empirical study of military innovations as a way to examine the strength and credibility of hypotheses that organization theorists have generated about innovation in non-military organizations.
15.616 is an introduction to business law which covers the fundamentals, including contracts, liability, regulation, employment, and corporations, with an in-depth treatment of the legal issues relating to breakthrough technologies, including the legal framework of R&D, the commercialization of new high-technology products in start-ups and mature companies, and the liability and regulatory implications of new products and innovative business models. There is extensive attention to national and international intellectual property protection and strategies. Examples are drawn from many industries, including information technology, communications, and life sciences.
Student teams design, build and test small-sized gliders to maximize flight distance and an aerodynamic ratio, applying their knowledge of fluid dynamics to its role in flight. Students experience the entire engineering design process, from brainstorming to CAD (or by hand) drafting, including researching (physics of aerodynamics and glider components that take advantage of that science), creating materials lists, constructing, testing and evaluating—all within constraints (works with a launcher, budget limitation, maximizing flight distance to mass ratio), and concluding with a summary final report. Numerous handouts and rubrics are provided.
This subject explores the varied nature and practice of computation in design. We will view computation and design broadly. Computation will include both work done on the computer (digital computing) and by-hand. Design will include both the process of making designs and artifacts, as well as the designs and artifacts themselves. The aim of the course is to develop a view of computation and design beyond the specifics of techniques and tools, and a critical, self-awareness of our own approaches and metaphors for computation and design.
This task shows how to inscribe a circle in a triangle using angle bisectors. A companion task, ``Inscribing a circle in a triangle II'' stresses the auxiliary remarkable fact that comes out of this task, namely that the three angle bisectors of triangle ABC all meet in the point O.
This task is primarily for instructive purposes but can be used for assessment as well. Parts (a) and (b) are good applications of geometric constructions using a compass and could be used for assessment purposes but the process is a bit long since there are six triangles which need to be constructed.
This task provides an opportunity for students to apply triangle congruence theorems in an explicit, interesting context.
This problem introduces the circumcenter of a triangle and shows how it can be used to inscribe the triangle in a circle. It also shows that there cannot be more than one circumcenter.
This task focuses on a remarkable fact which comes out of the construction of the inscribed circle in a triangle: the angle bisectors of the three angles of triangle ABC all meet in a point.
Students conduct their own research to discover and understand the methods designed by engineers and used by scientists to analyze or validate the molecular structure of DNA, proteins and enzymes, as well as basic information about gel electrophoresis and DNA identification. In this computer-based activity, students investigate particular molecular imaging technologies, such as x-ray, atomic force microscopy, transmission electron microscopy, and create short PowerPoint presentations that address key points. The presentations include their own explanations of the difference between molecular imaging and gel electrophoresis.
Students use the engineering design process to design and build magnetic-field detectors, and use them to find hidden magnets. Parallels are drawn to real-world NASA missions and how NASA scientists use magnetic field data from planets and moons. The website has video clips, teaching suggestions, a student handout, and a link to the pdf of the Teachers Guide for Mission: Solar System. The Inspector Detector challenge is a series of activities that form a unit in the Mission: Solar System collection. * NOTE: The Teachers Guide does not contain the lesson plan. You will need to click on the Student Handout heading of the website to download the Inspector Detector Challenge Leaders Notes.
Parate kennis en algebraĚřsche vaardigheden die onderdeel uitmaken van het Vwo wiskunde B-examenprogramma worden opgefrist. Hierbij moet gedacht worden aan het handig manipuleren van goniometrische formules, bewerkingen met logaritmen, toepassen van de kettingregel, primitiveren, oplossen van vergelijkingen, enzovoorts.
Single lecture presentation containing tips for using technology to enhance teaching. Uses proven multimedia design principles to enhance learning.
Suppose you’re designing an online course. How might you use Open Educational Resources (OER)? Let’s take a quick look at a common model for instructional design – the ADDIE model. (There are many others but this one is very common and useful for our discussion.)
The following document has been created by the First Year Studies Department at Housatonic Community College. Many of the YouTube videos that are included have Standard YouTube licenses, which allows the sharing of links by educators; each has been attributed to their creator. The ancillary materials are organized by chapter and include discussion questions, journaling prompts, classroom activities, assessments, projects, and rubrics. This collection is CC-by 4.0; faculty may revise, remix, reuse, retain, and redistribute as needed, if the work is attributed appropriately. Some assignments or activities correspond directly to page numbers in the College Success text and others refer to the chapter in its entirety. Faculty will want to adjust some assignments to reflect software purchased by their respective colleges that perform the same functions as software used by Housatonic Community College. Housatonic Community College is not receiving money to promote the software that are within the document. The names of the software are in the document to provide other faculty context for the activity, assignments, or projects.
Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual’s challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals.The purpose of this textbook is to provide instruction in FA skills for pre-professionals in the fields of education and psychology. This supplemental resource provides the context, background, and knowledge to facilitate students’ acquisition of the methods, decision-making, and skills involved in conducting FA. Each chapter begins with focus questions designed to promote reflective thinking and ends with discussion questions. To promote application of FA in diverse situations and teach important lessons, case studies of individuals with challenging behaviors, interactive activities, and opportunities for practice are embedded in the chapters. Moreover, the text includes the ingredients to facilitate students’ role play and rehearsal of appropriate FA skills while working in cooperative groups and using performance-based training.
This Instructor’s Guide contains the brief outlines of Chapters 12-21 as found in Concepts of Biology, though some underwent revision. Also, instructors will find detailed outlines of the text for use in lecturing, as well as structured outlines that may be used by students to take notes while reading the chapter or during lecture. All outlines are derived from the OpenStax text. Additionally, study guides that contain a variety of questions are provided for students.
Students test the insulation properties of different materials by timing how long it takes ice cubes to melt in the presence of various insulating materials. Students learn about the role that thermal insulation materials can play in reducing heat transfer by conduction, convection and radiation, as well as the design and implementation of insulating materials in construction and engineering.