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Action Research : Models, Methods, and Examples
The first three chapters of Action Research: Models, Methods, and Examples covers the history, foundations, and basics of conducting action research projects.In those chapters you will learn about the origins of action research as well as about the different methods and models of action research - from the original approaches used by Kurt Lewin and his students in the 1940s and 1950s to the diversity of current approaches to AR that are used to develop both solutions to real world problems and to construct a better understanding of important issues and concern in communities, schools, businesses, and organizations. The nine chapters in the second part of the book illustrate the many ways action research is practiced today.Those chapters illustrate the use of action research methods to accomplish everything from individual personal professional development to changing policies and practices in large organizations and systems. The chapters detail many specific methods of doing AR such as participatory action research, emancipatory action research, design based action research, collaborative inquiry, and many others.
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CESMM4 Revised: Examples
CESMM4 Revised: Examples provides a comprehensive range of sample bills of quantities, based on Section 8, Work Classification, of the Civil Engineering Standard Method of Measurement (CESMM). This new edition has been fully updated to reflect the changes and new material contained within CESMM4 Revised.The numerous examples of bills of quantities illustrate the application of the rules of measurement in all 26 classes of work.They provide a guide to the layout and style of bills and bill items compiled using CESMM4 Revised.CESMM4 Revised: Examples builds upon the success of previous editions, providing quick, easy to reference examples of the usage of CESMM.It is an invaluable companion for anyone who needs to prepare bills of quantities in civil engineering work.
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Compendium of Civil Engineering Education Strategies : Case Studies and Examples
This book compiles proven strategies and information on civil engineering education and the skills necessary for successful practice of civil engineering such as critical thinking, design thinking, leadership, and communication skills.It also addresses other relevant topics including professional ethics, global perspectives, assessment, recruitment, retention, and more.It is designed so that each chapter can be used separately or in combination with other chapters to help enhance and foster student learning as well as development of skills required for engineering practice. Features Includes overviews of successful academic approaches for each topic including implementation examples in every chapter Explains how assessment and the resulting data can be used for holistic evaluation and improvement of student learning Addresses the complexities of moral and professional ethics in engineering Highlights the importance of adopting a global perspective and the successful strategies that have been used or considered in educating resilient, globally minded engineers Compendium of Civil Engineering Education Strategies: Case Studies and Examples serves as a useful guide for engineering faculty, practitioners, and graduate students considering a career in academia.Academic faculty and working professionals will find the content helpful as instructional and reference material in developing and assessing career skills.It is also useful for intellectually curious students who want a deeper understanding and appreciation of the need for professional development and life-long learning.
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The Jewish Joke : An essay with examples (less essay, more examples)
'This book is funny, clever and, at times, heartbreaking.In other words, Jewish' David Baddiel'[Baum is] intellectually luminous, psychologically penetrating, existentially anxious, and wonderfully funny' Zadie Smith'Hilarious and thought-provoking' David SchneiderThe Jewish joke is as old as Abraham, and like the Jews themselves it has wandered over the world, learned countless new languages, worked with a range of different materials, been performed in front of some pretty hostile crowds, but still retained its own distinctive identity.So what is it that animates the Jewish joke? Why are Jews so often thought of as 'funny'? And how old can a joke get?The Jewish Joke is a brilliant - and very funny - riff on Jewish jokes, about what marks them apart from other jokes, why they are important to Jewish identity and how they work.Ranging from self-deprecation to anti-Semitism, politics to sex, it looks at the past of Jewish joking and asks whether the Jewish joke has a future.With jokes from Amy Schumer, Lena Dunham and Jerry Seinfeld, as well as Freud and Marx (Groucho mostly), this is both a compendium and a commentary, light-hearted and deeply insightful.
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What are examples of the psychosocial development model?
Examples of the psychosocial development model include Erik Erikson's stages of psychosocial development, which outline the different challenges individuals face at each stage of life, such as trust vs. mistrust in infancy, autonomy vs. shame and doubt in toddlerhood, and identity vs. role confusion in adolescence. Another example is the attachment theory, which focuses on the importance of early relationships in shaping an individual's social and emotional development. Additionally, the social learning theory, proposed by Albert Bandura, emphasizes the role of observation and imitation in the development of behaviors and attitudes.
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Examples of everyday theories of education are sought.
Everyday theories of education can be found in various aspects of our lives, such as parents teaching their children manners and values at home, teachers using different teaching methods in the classroom, or even friends sharing knowledge and skills with each other. These theories are often based on personal experiences, observations, and beliefs about how people learn best. By recognizing and understanding these everyday theories of education, we can gain insights into the different ways in which knowledge is transmitted and acquired in our society.
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What are examples of injustice in physical education classes?
Examples of injustice in physical education classes include favoritism towards certain students, such as giving them more opportunities to participate in activities or receive better grades. Another example is discrimination based on gender, race, or physical abilities, where certain students are treated unfairly or excluded from certain activities. Additionally, unequal access to resources and facilities, such as better equipment or facilities for certain students, can also contribute to injustice in physical education classes.
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What are examples of research topics in the social sciences?
Research topics in the social sciences can cover a wide range of subjects, including but not limited to: the impact of social media on mental health, the effectiveness of different teaching methods in education, the influence of culture on consumer behavior, the relationship between socioeconomic status and health outcomes, and the effects of globalization on local communities. These topics allow researchers to explore various aspects of human behavior, society, and interactions, providing valuable insights into complex social issues.
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Swift Design Patterns : Reusable solutions for Swift development with practical examples
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Teaching Math With Examples
Some teachers think that there’s little to say about teaching with examples – after all, everyone uses them.But here are just some of the questions you might have about teaching with worked examples:How do we introduce an example?What do we ask students to do when studying a solution?Should a solution be presented all at once or revealed step-by-step?After we study an example, what comes next?Does it matter if the solution is presented as if from a fictional student, a real student in class, or from the teacher?How do we help students move from understanding someone else’s ideas towards using it on their own to solve problems?How do we write a solution in a clear way, that students can learn from?When is a good time to offer a worked example?When is it better to let students try a problem?Are worked examples more useful for some mathematical content than others?This book will answer all of these questions.In some cases, research offers answers. Other questions represent gaps in the research literature and the book offers solutions arrived at through experience and trial-and-error and the author’s own process of classroom problem solving. Welcome to the world of teaching with examples!
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Structural Mechanics: Worked Examples
This textbook provides students with an aid to consolidating understanding of the principles and applications of structural mechanics. It is not a standard textbook, but a support for a main course text and/or lecture material. Each chapter begins with a summary of essential theory, important facts, then relevant equations are presented and summarised in a Fact Sheet. This is followed by a series of carefully paced and sequenced worked examples using real exam questions, with additional explanatory notes. At the end of each chapter there are additional problems with answers given, for further problem-solving practice. The text reinforces knowledge learnt in lectures and through companion textbooks, completes understanding, and helps in preparing for exams. Structural Mechanics: Worked Examples is an ideal companion resource for undergraduate courses in Civil Engineering and Construction. It works well alongside Hulse and Cain's Structural Mechanics text, but can equally well be used alongside any other introductory textbook.
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Examples in Structural Analysis
This third edition of Examples in Structural Analysis uses a step-by-step approach and provides an extensive collection of fully worked and graded examples for a wide variety of structural analysis problems.It presents detailed information on the methods of solutions to problems and the results obtained.Also given within the text is a summary of each of the principal analysis techniques inherent in the design process and where appropriate, an explanation of the mathematical models used.The text emphasises that software should only be used if designers have appropriate knowledge and understanding of the mathematical assumptions, modelling and limitations inherent in the programs they use.It establishes the use of hand-methods for obtaining approximate solutions during preliminary design and an independent check on the answers obtained from computer analysis. What is New in the Third Edition: A new chapter covers the analysis and design of cables and arches subjected to concentrated loads and uniformly distributed loads.For cables without or with simply supported pinned trusses or steel girder beams through equally spaced hangers, tension forces, support reactions, sags and slopes in cables are determined.For two-pinned or three-pinned arches with parabolic, arched and semi-circular shapes, axial forces, radial shear forces and bending moments at various sections of arches are determined.An existing chapter has been expanded to the construction and use of influence lines for pin-pointed trusses and lattice girders.Also, the chapter Direct Stiffness Methods has been revisited and amended.
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Do you have examples of generalization in education in school?
Yes, one example of generalization in education in school is when students learn a concept in one subject and are able to apply it to another subject. For instance, understanding the scientific method in science class and then using that same process to conduct a history research project. Another example is when students learn problem-solving skills in math class and are able to use those skills to tackle challenges in other areas of their academic or personal life. Overall, generalization in education helps students make connections between different subjects and apply their knowledge in various contexts.
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Do you have examples of generalization in education in schools?
Yes, a common example of generalization in education is when students are taught a concept in one subject and are able to apply it to another subject. For instance, learning problem-solving skills in math class and then using those skills to analyze literature in English class. Another example is when students are taught a specific skill or strategy in one grade level and are expected to apply it in subsequent grade levels. This helps students generalize their learning and see connections across different subjects and grade levels.
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Do you know specific good examples of long-term effective development aid?
One example of long-term effective development aid is the Green Revolution, which began in the 1940s and 1950s and aimed to increase agricultural productivity in developing countries through the introduction of high-yielding crop varieties, irrigation, and modern farming techniques. This initiative helped to significantly increase food production and alleviate hunger in countries such as India, Mexico, and the Philippines. Another example is the Global Fund to Fight AIDS, Tuberculosis, and Malaria, which was established in 2002 to provide funding for prevention and treatment programs in developing countries. The Global Fund has been successful in reducing the prevalence of these diseases and improving access to healthcare for millions of people. Additionally, the Millennium Challenge Corporation (MCC) has implemented long-term development projects in various countries, focusing on infrastructure, agriculture, and governance. These projects have helped to stimulate economic growth and improve living conditions for many people in recipient countries.
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What are examples of functions and examples of procedures?
Examples of functions include mathematical functions such as f(x) = 2x + 3, or programming functions that take inputs and produce outputs, such as a function that calculates the square root of a number. Examples of procedures include step-by-step instructions for completing a task, such as a recipe for baking a cake, or a set of guidelines for conducting a scientific experiment. Functions typically return a value, while procedures may not necessarily produce a specific output.
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