This book (hardcover) is part of the TREDITION CLASSICS. It contains classical literature works from over two thousand years. Most of these titles have been out of print and off the bookstore shelves for decades. The book series is intended to preserve the cultural legacy and to promote the timeless works of classical literature. Readers of a TREDITION CLASSICS book support the mission to save many of the amazing works of world literature from oblivion. With this series, tredition intends to make thousands of international literature classics available in printed format again - worldwide.

This book provides a step-by-step journey to giving a successful academic conference presentation, taking readers through all of the potential steps along the way-from the initial idea and the abstract submission all the way up to the presentation itself. Drawing on the author's own experiences, the book highlights good and bad practices while explaining each introduced feature in a very accessible style. It provides tips on a wide range of issues such as writing up an abstract, choosing the right conference, negotiating group presentations, giving a poster presentation, what to include in a good presentation, conference proceedings and presenting at virtual or hybrid events. This book will be of particular interest to graduate students, early-career researchers and non-native speakers of English, as well as students and scholars who are interested in English for Academic Purposes, Applied Linguistics, Communication Studies and generally speaking, most of the Social Sciences. With that said, because of the book's theme, many of the principles included within will appeal to broad spectrum of academic disciplines.

Integrating Quantitative and Qualitative Methods in Research systematically outlines specific strategies to guide the student in designing and conducting empirical research. As with any undertaking that is based on skill development, the more you use the skill the more adept you become with the skill. The quality and usefulness of all research is only as good as the skills of the researcher and the clarity of the research study. This book is written primarily for graduate level producers of education and social science research. It is also appropriate for students who are proposing and conducting a research project as a culminating undergraduate requirement, and individuals and groups conducting research on topics independent of an informed means of assuming the role of researcher and embarking on a research study. It is written with the encouragement of learners who participated or will participate in research.

Are you a student about to enrol on a Problem-based Learning course? Or are you currently engaged in Problem-based Learning and want to get the most out of your course? Are you tutoring a course in Problem-based education? This book will help you understand this popular learning method. It enables students and teachers to experience the full potential of Problem-based Learning. Introduction to Problem-based Learning pays particular attention to the skills students need to operate within, as well as outside of Problem-based groups.

FROM MASTER STUDENT TO MASTER EMPLOYEE improves students' abilities to develop and apply the most relevant skills and strategies to both the classroom and the workplace. Each chapter integrates health content and shows students how to recognize and bring the skills they learn in the classroom, such as time-management, to the workplace. Through tools such as the Kolb Learning Style Inventory (LSI), journal entries, and hands-on activities, students gain a deeper understanding of themselves and learn to continually apply new skills as lifelong learners. The fifth edition includes new learning tools, new technology information, and a new feature with actions students can take in just one minute to make a positive change in their life. With this edition, Cengage's MindTap course brings all of these assets to one place with an integrated technology solution. New for 2021: Empower your students to connect the dots between what they're learning now and their current or future careers with "How Transferable Are Your Skills?" - a new MindTap activity that challenges students to identify how their personal and academic experiences can help them become career-ready.

This book explores what it means to be 'critical' in different disciplines in higher education and how students can be taught to be effective critical thinkers. This book clarifies the idea of critical thinking by investigating the 'critical' practices of academics across a range of disciplines. Drawing on key theorists - Wittgenstein, Geertz, Williams, Halliday - and using a 'textographic' approach, the book explores how the concept of critical thinking is understood by academics and also how it is constructed discursively in the texts and practices they employ in their teaching. Critical thinking is one of the most widely discussed concepts in debates on university learning. For many, the idea of teaching students to be critical thinkers characterizes more than anything else the overriding purpose of 'higher education'. But whilst there is general agreement about its importance as an educational ideal, there is surprisingly little agreement about what the concept means exactly. Also at issue is how and what students need to be taught in order to be properly critical in their field. This searching monograph seeks answers to these important questions.

ELEMENTARY SURVEYING by ARTHUR LOVAT HIGGINS. PREFACE: Now that Elementary Surveying is regarded as something more than a mere adjunct to mathematics and geography, it appeared to the writer that there might be a place for a little book which aims at opening a vista of the educational and professional possibilities of the subject, presenting it as the application of a few general geometrical principles rather than something akin to a handicraft with each operation an entity. It is hoped this book will stimulate enthusiasm among those who contemplate entering one of the professions implied in the Introduction or, otherwise, create an interest in the other mans job. The text is based largely upon the syllabus in Elementary Surveying in the General School Examination of the University of London, and matter outside this curriculum is indicated with an asterisk, suggesting the introduction to an intermediate course in the subject. Also many of the questions are taken from papers set by the writer in this particular examination and he takes this opportunity of expressing his indebtedness to the Senate of that University for their courtesy in permitting him to reproduce this material. In addition to the theoretical exercises, a number of field exercises are added, and these no doubt will suggest lines upon which others can be devised in keeping with what may be conveniently styled local conditions. These examples are short, and anticipate the adoption of parues of three four at most pupils, this organisation, in the writers opinion, being the only rational way of handling the subject. Parts of larger surveys or schemes can be allocated to these parties, who retain their identity as far as ispracticable. Prior to going into the field the routine should be outlined so as to reduce supervision to a minimum, and, better still, to leave the parties to their own devices. The writer takes this opportunity of expressing his indebtedness to Mr. A. N. Utting, of the Cambridge University Engineering Laboratory, for preparing the drawings from which the figures are reproduced, also his thanks to Mr. S. G. Soal, M. A., of Queen Mary College, for his kindness in reading the proofs. In conclusion the writer acknowledges the agency of his wife, whose influence really led him to undertake this short but pleasant enterprise. Queen Mary College, ARTHUR LOVAT HIGGINS cjo Kings College, Cambridge CONTENTS CHAPTER PAGE INTRODUCTION 1 I. FUNDAMENTAL PRINCIPLES 4 Co-ordinates Five fundamental methods Triangulation and traversing Offsets, locating objects Chains and chaining Sloping distances Other modes of linear measurement Signals II. CHAIN SURVEYING 22 Equipment Field book Outline of simple survey Boundary lines Traversing with the chain III, PLOTTING PLANS AND MAPS 30 Construction and use of scales Special scales Plotting and finishing maps Conventional signs Constructing angles use of protractor and trigonometrical tables Enlarging maps and plans IV...

This book presents research involving learning opportunities that are afforded to learners of science when the focus is on linking the formal and informal science education sectors. It uses the metaphor of a "landscape" as it emphasises how the authors see the possible movement within a landscape that is inclusive of formal, informal and free-choice opportunities. The book explores opportunities to change formal school science education via perspectives and achievements from the informal and free-choice science education sector within the wider lifelong, life-wide education landscape. Additionally it explores how science learning that occurs in a more inclusive landscape can demonstrate the potential power of these opportunities to address issues of relevance and engagement that currently plague the learning of science in school settings. Combining specific contexts, case studies and more general examples, the book examines the science learning landscapes by means of the lens of an ecosystem and the case of the Synergies longitudinal research project. It explores the relationships between school and museum, and relates the lessons learned through encounters with a narwhal. It discusses science communication, school-community partnerships, socioscientific issues, outreach education, digital platforms and the notion of a learning ecology.