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This practical, hands-on guide shows how to develop a structured approach to biological data and the tools needed to analyze it. It's aimed at scientists and students learning computational approaches to biological data, as well as experienced biology researchers starting to use computers to handle data.
I am happy to recommend this to my students as it covers jargon without using jargon and explains all those simple things that many academics take for granted. It also gives good examples of how to get the best from your time studying psychology from how to write good essays to the rules of writing lab reports′ - Dr Jay Coogan University of East London ′I am happy to recommend this to my students as it covers jargon without using jargon and explains all those simple things that many academics take for granted. It also gives good examples of how to get the best from your time studying psychology from how to write good essays to the rules of writing lab reports.′ Dr Joy Coogan, University of East London This book provides students with a wide range of research and study skills necessary for achieving a successful classification on a psychology degree course. It replaces the stress and fear experienced when encountering essays, reports, statistics and exams with a sense of confidence, enthusiasm and even fun. Sieglinde McGee presents indispensable instruction, advice and tips on note making and note taking, evaluating academic literature, writing critical essays, preparing for and doing essay and MCQ exams, understanding research methods and issues associated with conducting research, writing and presenting reports and research and also some important computer skills. Examples provided will show how to score well on assignments and exams and also the sort of approach, layout, errors, omissions or answer-style that would achieve a lower grade. Practical exercises and interactive tasks are integrated throughout to clarify key points and give the students a chance to practise on their own. This is a useful resource for students taking modules in study and research skills in psychology and an essential guide for all other students studying on psychology programmes. Dr Sieglinde McGee is an Associate of the School of Psychology at Trinity College, Dublin, where she taught for several years.
A concise introduction to key computing skills for biologists While biological data continues to grow exponentially in size and quality, many of today's biologists are not trained adequately in the computing skills necessary for leveraging this information deluge. In Computing Skills for Biologists, Stefano Allesina and Madlen Wilmes present a valuable toolbox for the effective analysis of biological data. Based on the authors' experiences teaching scientific computing at the University of Chicago, this textbook emphasizes the automation of repetitive tasks and the construction of pipelines for data organization, analysis, visualization, and publication. Stressing practice rather than theory, the book's examples and exercises are drawn from actual biological data and solve cogent problems spanning the entire breadth of biological disciplines, including ecology, genetics, microbiology, and molecular biology. Beginners will benefit from the many examples explained step-by-step, while more seasoned researchers will learn how to combine tools to make biological data analysis robust and reproducible. The book uses free software and code that can be run on any platform. Computing Skills for Biologists is ideal for scientists wanting to improve their technical skills and instructors looking to teach the main computing tools essential for biology research in the twenty-first century. Excellent resource for acquiring comprehensive computing skills Both novice and experienced scientists will increase efficiency by building automated and reproducible pipelines for biological data analysis Code examples based on published data spanning the breadth of biological disciplines Detailed solutions provided for exercises in each chapter Extensive companion website
"As the Army moves toward a digital battlefield, the nation's defense will become reliant on the computer skills of its leaders, soldiers, and civilians. To embody this future force, Army training must successfully address the acquisition, retention, and transfer of computer skills. As a first step toward this goal, this research product reviews the literature concerning the acquisition, retention, and transfer of computer-based skills. A review of 76 articles examining the training domains of programming, software, simulation, and gaming ability was performed. General conclusions for each training area (acquisition, retention, and transfer) are presented. In general, the research does not build on previous findings in the area. In addition, many areas, such as the long-term retention of computer skills and individual difference variables, remain to be explored."--DTIC.
The report provides an in-depth analysis of the results from the Survey of Adult Skills related to problem solving in technology-rich environments, along with measures concerning the use of ICT and problem solving.
This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts. This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard.