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This book documents and disseminates experiences from a wide range of universities, across the five continents, which showcase how the principles of sustainable development may be incorporated as part of university programmes, and present transformatory projects and programmes, showing how sustainability can be implemented across disciplines. Sustainability in a higher education context is a fast growing field. Thousands of universities across the world have signed declarations or have committed themselves to integrate the principles of sustainable development in their activities: teaching, research and extension, and many more will follow.
We make choices all the time - about trivial matters, about how to spend our money, about how to spend our time, about what to do with our lives. And we are also constantly judging the decisions other people make as rational or irrational. But what kind of criteria are we applying when we say that a choice is rational? What guides our own choices, especially in cases where we don't have complete information about the outcomes? What strategies should be applied in making decisions which affect a lot of people, as in the case of government policy? This book explores what it means to be rational in all these contexts. It introduces ideas from economics, philosophy, and other areas, showing how the theory applies to decisions in everyday life, and to particular situations such as gambling and the allocation of resources. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.
From both beginning and experienced electrical engineers, Rangarao (International Institute of Information Technology, Hyderabad) and Mallik (Indian Institute of Technology, New Delhi) walk readers from grasping the ideas of digital signal processing to implementing them in specific applications. Their case studies are moving from a difference equation to a program, estimating the direction of arrival, and electronic rotating elements. MATLAB and C programs are appended. Annotation :2006 Book News, Inc., Portland, OR (booknews.com).
These proceedings represent the work of researchers participating in the International Conference on Gender Research (ICGR 2018) which is being hosted this year by the ISCAP in Porto, Portugal on 12-13 April 2018. ICGR is a new event on the international research conferences calendar and provides a valuable platform for individuals to present their research findings, display their work in progress and discuss conceptual and empirical advances in the areas surrounding Gender Research. It provides an important opportunity for researchers across a diverse range of fields all looking at aspects relating to Gender to come together with peers to share their varied and valuable experiences. The first day will be opened with a keynote presentation by Bruce I Newman from DePaul University in Chicago, USA who will address the topic Gender and Democracy. In the afternoon, there will be an additional keynote address on Empowering women in the IT/IS research: the importance of role models given by Isabel Ramos from, University of Minho, Portugal. The second day of the conference will be opened by Paola Paoloni from "NiccolÒ Cusano" University, Rome, Italy. Paola will be talking about A Relational Capital Dimension in Universities. In this event, participants will have the opportunity to have access to the latest research and developments concerning Gender Research and after an initial submission of 180 Abstracts, there will be 62 Research Papers, 8 PhD Research Papers, 2 Masters Papers, 1 Non-Academic and 4 Work in Progress Paper published in these Conference Proceedings. These papers represent truly global research in the field, with contributions from Australia, Belgium, Brazil, Canada, Colombia, Costa Rica, Cyprus, Czech Republic, Denmark, France, Germany, Greece, Iran, Italy, Kazakhstan, Lithuania, Malaysia, Mexico, Nepal, Nigeria, Pakistan, Philippines, Poland, Portugal, Russia, Slovakia, South Africa, Spain, Sweden, Taiwan, Thailand, The Netherlands, Turkey, UAE, UK and USA.
On a mountainside in sunny Tuscany, in October 1989, 96 people from 23 countries on five continents gathered to learn and teach about the problems of managing contemporary science. The diversity of economic and political systems represented in the group was matched by our occupations, which stretched from science policy practitioners, through research scientists and engineers, through academic observers of science and science policy. It was this diversity, along with the opportunities for infonnal discussion provided by long meals and remote location, that made the conference a special learning experience. Except at lecture time, it was impossible to distinguish the "students" at this event from the "teachers," and even the most senior members of the teaching staff went away with a sense that they had learned more from this group than from many a standard conference on science policy they had attended. The flavor of the conference experience cannot be captured adequately in a proceedings volume, and so we have not tried to create a historical record in this book. Instead, we have attempted to illustrate the core problems the panicipants at the conference shared, discussed, and debated, using both lectures delivered by the fonnal teaching staff and summaries of panel discussions, which extended to other panicipants and therefore increased the range of experiences reponed.
From early answer sheets filled in with number 2 pencils, to tests administered by mainframe computers, to assessments wholly constructed by computers, it is clear that technology is changing the field of educational and psychological measurement. The numerous and rapid advances have immediate impact on test creators, assessment professionals, and those who implement and analyze assessments. This comprehensive new volume brings together leading experts on the issues posed by technological applications in testing, with chapters on game-based assessment, testing with simulations, video assessment, computerized test development, large-scale test delivery, model choice, validity, and error issues. Including an overview of existing literature and ground-breaking research, each chapter considers the technological, practical, and ethical considerations of this rapidly-changing area. Ideal for researchers and professionals in testing and assessment, Technology and Testing provides a critical and in-depth look at one of the most pressing topics in educational testing today. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
First published in 1982, this influential and classic text poses two questions: what is it that a child learns when he or she learns to write? What can we learn about children, society and ourselves, by looking at this process? The book is based on a close analysis of a series of written texts by primary school children and is written for student teachers with little or no knowledge of linguistics. In this new edition, Gunther Kress has made extensive revisions in the light of recent developments in linguistics and in education. The theoretical focus is now a social semiotic one, which allows a fundamental rethinking of issues such as 'preliteracy' and broad social and cultural questions around the making of texts.
In his latest book, Eric Scerri presents a completely original account of the nature of scientific progress. It consists of a holistic and unified approach in which science is seen as a living and evolving single organism. Instead of scientific revolutions featuring exceptionally gifted individuals, Scerri argues that the "little people" contribute as much as the "heroes" of science. To do this he examines seven case studies of virtually unknown chemists and physicists in the early 20th century quest to discover the structure of the atom. They include the amateur scientist Anton van den Broek who pioneered the notion of atomic number as well as Edmund Stoner a then physics graduate student who provided the seed for Pauli's Exclusion Principle. Another case is the physicist John Nicholson who is virtually unknown and yet was the first to propose the notion of quantization of angular momentum that was soon put to good use by Niels Bohr. Instead of focusing on the logic and rationality of science, Scerri elevates the role of trial and error and multiple discovery and moves beyond the notion of scientific developments being right or wrong. While criticizing Thomas Kuhn's notion of scientific revolutions he agrees with Kuhn that science is not drawn towards an external truth but is rather driven from within. The book will enliven the long-standing debate on the nature of science, which has increasingly shied away from the big question of "what is science?"