This task is written so that students have opportunities to use different strategies to determine whether a set has an even or odd number of objects.
Het vak Redeneren en Logica gaat over redeneringen en hun geldigheid. Een redenering bestaat uit een aantal premissen, en een conclusie. Een redenering is geldig wanneer de conclusie altijd waar is wanneer de premissen dat zijn. Het kan, wanneer een redenering geldig is, dus niet voorkomen dat de premissen waar zijn, en de conclusie onwaar. Zo'n situatie heet een tegenvoorbeeld, en dat toont aan dat een redenering ongeldig is. Wanneer een redenering geldig is, heet hij een stelling ("theorem" in het engels), en kan men de conclusie afleiden uit de aannanme dat de premissen waar zijn. Zo'n afleiding heet een bewijs.
Students practice human-centered design by imagining, designing and prototyping a product to improve classroom accessibility for the visually impaired. To begin, they wear low-vision simulation goggles (or blindfolds) and walk with canes to navigate through a classroom in order to experience what it feels like to be visually impaired. Student teams follow the steps of the engineering design process to formulate their ideas, draw them by hand and using free, online Tinkercad software, and then 3D-print (or construct with foam core board and hot glue) a 1:20-scale model of the classroom that includes the product idea and selected furniture items. Teams use a morphological chart and an evaluation matrix to quantitatively compare and evaluate possible design solutions, narrowing their ideas into one final solution to pursue. To conclude, teams make posters that summarize their projects.
This art history video discussion looks at Richard Redgrave's "The Sempstress", oil on canvas, 1846 (original version 1844) (Forbes Magazine Collection, New York).
Through this lab, students are introduced to energy sciences as they explore redox reactions and how hydrogen fuel cells turn the energy released when hydrogen and oxygen are combined into electrical energy that can be read on a standard multimeter. They learn about the energy stored in bonds and how, by controlling the reaction, this energy can be turned into more or less useful forms.
This task is a reasonably straight-forward application of rigid motion geometry, with emphasis on ruler and straightedge constructions, and would be suitable for assessment purposes.
The goal of this task is to give students an opportunity to experiment with reflections of triangles on a coordinate grid. Students are not prompted in the question to list the coordinates of the different triangle vertices but this is a natural extension of the task.
The goal of this task is to give students experience applying and reasoning about reflections of geometric figures using their growing understanding of the properties of rigid motions. In the case of reflecting a rectangle over a diagonal, the reflected image is still a rectangle and it shares two vertices with the original rectangle.
Students learn about human reflexes, how our bodies react to stimuli and how some body reactions and movements are controlled automatically, without thinking consciously about the movement or responses. In the associated activity, students explore how reflexes work in the human body by observing an involuntary human reflex and testing their own reaction times using dominant and non-dominant hands. Once students understand the stimulus-to-response framework components as a way to describe human reflexes and reactions in certain situations, they connect this knowledge to how robots can be programmed to conduct similar reactions.
This activity is one in a series of tasks using rigid transformations of the plane to explore symmetries of classes of triangles, with this task in particular focusing on the class of equilaterial triangles. In particular, the task has students link their intuitive notions of symmetries of a triangle with statements proving that the said triangle is unmoved by applying certain rigid transformations.
This task examines some of the properties of reflections of the plane which preserve an equilateral triangle: these were introduced in ''Reflections and Isosceles Triangles'' and ''Reflection and Equilateral Triangles I''. The task gives students a chance to see the impact of these reflections on an explicit object and to see that the reflections do not always commute.
This activity is one in a series of tasks using rigid transformations of the plane to explore symmetries of classes of triangles, with this task in particular focussing on the class of isosceles triangles.
Small group study of advanced subjects under staff supervision. For graduate students wishing to pursue further study in advanced areas of urban studies and city and regional planning not covered in regular subjects of instruction. The course is an introduction to the approach of Reflective Practice developed by Donald SchĚŚn. It is an approach that enables professionals to understand how they use their knowledge in practical situations and how they can combine practice and learning in a more effective way. Through greater awareness of how they deploy their knowledge in practical situations, professionals can increase their capacities of learning in a more timely way. Understanding how they frame situations and ideas helps professionals to achieve greater flexibility and increase their capacity of conceptual innovation. The objective of the course is to introduce students to the approach and methods of reflective practice by raising their awareness about their own cognitive resources and how they use them in their practice. The course will introduce theories of learning, knowledge generation, framing and reframing, theories of action, reflection-in-practice, and conceptual innovation, and provide students with opportunities to experiment with these theories in real life through practical exercises in which they reflect on real situations that they have faced in their past professional experience. Through these practical exercises, students will have the opportunity to reflect on their thinking capacities in the context of their practice.
In this activity students learn about the religious, class, and ethnic tensions between reformers and residents in the working-class Irish immigrant neighborhood of Five Points. Students research roles of a Protestant reformer and two Irish women debating whether the reformer should send Irish children to live with upper-class parents. This activity accompanies the film Five Points: New York's Irish Working Class in the 1850s, but parts of it can be completed without the film.
For the last century, precepts of scientific management and administrative rationality have concentrated power in the hands of technical specialists, which in recent decades has contributed to widespread disenfranchisement and discontent among stakeholders in natural resources cases. In this seminar we examine the limitations of scientific management as a model both for governance and for gathering and using information, and describe alternative methods for informing and organizing decision-making processes. We feature cases involving large carnivores in the West (mountain lions and grizzly bears), Northeast coastal fisheries, and adaptive management of the Colorado River. There will be nightly readings and a short written assignment.
Growing from Reframing History, a podcast about history theory and practice, Reframing Digital Humanities: Conversations with Digital Humanists, Julian Chambliss, Professor of English at Michigan State University, brings together a diverse group of digital humanities practitioners to reflect on theory and practice. From the question of public engagement and knowledge production to considerations of identity and cultural production, the conversations presented in this work shed light on the ways digital humanities offer scholars tools to ask humane questions. Are the benefits promised being achieved? Are the right tools and training available? Are we asking the right questions? In this volume, scholars deeply engaged in using digital tools reflect on their work and this dynamic academic field.
Deze cursus gaat over de representatie, analyse and regeling van lineare tijd-invariante dynamische systemen. Zowel de overdrachts functie als toestands modellen worden behandeld.
Veel aandacht zal worden gegeven aan het schetsen en interpreteren van bode, root-locus en nyquist plots voor de analyse van systeem stabiliteit en feedback regeling. In dit kader worden de concepten van versterking en fase marge, statische en dynamische compensatie behandeld. De verschillende compensatie methodes die onder de aandacht worden gebracht zijn: PD-compensatie, lead compensatie, PI compensatie, lag compensatie en PID compensatie.
Andere regel theoretische aspecten zoals sensitiviteits functies, robuustheid, tijdsvertraging, control en pool plaatsing van toestands beschrijvingen worden ook behandeld.
This subject is on regional energy-environmental modeling rather than on general energy-environmental policies, but the models should have some policy relevance. We will start with some discussion of green accounting issues; then, we will cover a variety of theoretical and empirical topics related to spatial energy demand and supply, energy forecasts, national and regional energy prices, and environmental implications of regional energy consumption and production. Where feasible, the topics will have a spatial dimension. This is a new seminar, so we expect students to contribute material to the set of readings and topics covered during the semester.
The seminar is designed to provide advanced graduate students with a thorough understanding of selected regional economic theories and techniques and with experience in using alternative socioeconomic impact assessment models and related regional techniques on microcomputers. Discussions will be held on particular theoretical modeling and economic issues; linkages among theories, accounts, and policies; relationships between national and regional economic structures; and methods of adjusting and estimating regional input-output accounts and tables. Examples from the Boston area and other U.S. cities/regions will be used to illustrate points throughout the seminar. We will also examine how such models are used in other countries. New material on analyzing regional development issues will be covered.
This task serves as a bridge between understanding place-value and using strategies based on place-value structure for addition.