Posing the question: an academic guide to planning essays

This guide will give you advice on picking your subject, question and methodology for an extended essay. It will also give you hints and tips on how to research for and structure the essay.

ECS Resources for INFO 2009

These slides support students in understanding how to respond to the challenge of: "I’ve been told not to use Google or Wikipedia to research my essay. What else is there?" The powerpoint guides students in how to identify high quality, up to date and relevant resources on the web that they can reliably draw upon for their academic assignments. The slides were created by the subject liaison librarian who supports the School of Electronics and Computer Science at the UNiversity of Southampton, Fiona Nichols.

Full Text Library Resources for INFO1010

These slides support students in understanding how to respond to the challenge of: "I’ve been told not to use Google or Wikipedia to research my essay. What else is there?" The powerpoint guides students in how to identify high quality, up to date and relevant resources on the web that they can reliably draw upon for their academic assignments. The slides were created by the subject liaison librarian who supports the School of Electronics and Computer Science at the University of Southampton, Fiona Nichols.

Supporting International Students in the Classroom

The University’s strategy aims to increase the numbers of International Students studying here, and this brings particular challenges for the teaching staff. Do you sometimes wonder if your international students are able to fully engage with their studies? Have you been in a situation where the international students in your class seem very quiet and reluctant to engage in group discussion? Have you found a higher proportion of international students seemed to struggle with their assignments? This guide highlights some of the issues facing international students studying in the UK and it provides tips for teaching staff to use in order to maximise the internal students engagement in their studies. In addition the guide provides references to further reading and resources both within the University and externally. You can find this guide on your blackboard site: TTLLP-GPG: Good practice guide for supporting international students. The production of the guide was funded by the Transition to Living & Learning Project.

Gestión oriental y occidental: un acercamiento a los grandes gurues e ideas empresariales

En el presente trabajo se describen los aportes más destacados de algunos de los gurúes representativos del ámbito administrativo Oriental y Occidental. En Occidental se cuenta con el legado de Henry Ford, Philip Kotler, Frederick Winslow Taylor, Henry Fayol, Michael Porter, Peter Drucker y Steve Jobs. En Oriente, los gurúes son Akio Morita, Edwards Deming, Kaoru Ishikawa, Familia Toyoda, Masaaki Imai y Taiichi Ohno. A partir de ello, se hacen comparaciones entre las tendencias de administración de cada cultura y entre los gurúes. Seguido, se comentan aspectos importantes de Mc Donald’s y Samsung, en cuanto a sus modelos de gestión y su adaptación en un mundo globalizado.

Modelo de gestión del conocimiento para una empresa del sector de insumos químicos para la industria farmacéutica, cosmética y de alimentos: caso Disaromas S.A.

La creación de conocimiento al interior de las organizaciones es visible mediante la dirección adecuada del conocimiento de los individuos, sin embargo, cada individuo debe interactuar de tal manera que forme una red o sistema de conocimiento organizacional que consolide a largo plazo las empresas en el entorno en el que se desenvuelven. Este documento revisa elementos centrales acerca de la gestión de conocimiento visto desde varios autores y perspectivas e identifica puntos clave para diseñar un modelo de gestión de conocimiento para una empresa del sector de insumos químicos para la industria farmacéutica, cosmética y de alimentos de la ciudad de Bogotá.

Asymmetrically fair rules for an indivisible good problem with a budget constraint

We study a particular restitution problem where there is an indivisible good (land or property) over which two agents have rights: the dispossessed agent and the owner. A third party, possibly the government, seeks to resolve the situation by assigning rights to one and compensate the other. There is also a maximum amount of money available for the compensation. We characterize a family of asymmetrically fair rules that are immune to strategic behavior, guarantee minimal welfare levels for the agents, and satisfy the budget constraint.

History of music.

Breve reseña de la historia de la música en Occidente desde la Edad Medial hasta el Siglo XX. Hace especial énfasis en el reconocimiento de estilos y épocas para ayudar a los estudiantes del General Certificate Secondary Education (GCSE) a identificar el período y el compositor de obras musicales desconocidas.

Motivação na sala de aula de adolescentes com dificuldades de adaptação

A presente investigação, desenvolvida com três estudos de caso, tem como objectivo reflectir sobre a motivação, na sala de aula, de adolescentes com dificuldades de adaptação, assim como, a influência que as Artes Visuais podem ter no processo ensino-aprendizagem possibilitando aos alunos superar dificuldades, agindo e transformando o mundo que os rodeia. É durante a adolescência que os jovens formam a sua personalidade e individualidade e é, também, o período em que as drogas, a sexualidade e a violência física se fazem mais presentes. Tais perturbações têm um impacto muito grande na saúde física e mental do adolescente, deixando marcas no seu desenvolvimento e danos que podem persistir por toda vida. Neste sentido, as práticas de ensino dos professores e as relações interpessoais com os alunos são apontados como factores potencialmente poderosos, que influenciam o adolescente na motivação e no desempenho (Arends, 1995). São propostas um conjunto de estratégias integradas no processo de ensino/aprendizagem, que fomentem o desenvolvimento da própria motivação dos alunos, ajudando-os a construir objectivos ou a adoptar os objectivos propostos, ajustando as actividades de sala de aula em estruturas estratégicas, de meios para atingir os fins, sustentando não só a motivação para as tarefas escolares, como também promovendo nos alunos o desenvolvimento da própria motivação e a consequente capacidade de orientação para a vida em sociedade (Lemos, 2005). As estratégias têm como base a educação artística, em particular a experimentação, através da absorção do sentir, pensar e agir, construindo um conjunto de saberes e cultivando talentos. Desta forma, os alunos descobrem como maximizar as suas capacidades, desenvolvendo a autoconfiança, o espírito crítico e a livre iniciativa, construindo de forma segura a sua personalidade (Fowler, 1996).

Innovative implementation of iLearn e-Portfolio for Personal Development Planning

iLearn is a Web 2.0 tool developed in Blackboard to help students with Personal Development Planning (PDP). This paper describes a case study on how the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP benefits the students. The e-Portfolio tool benefits students as it enables them to create and share portfolios, record achievements and reflections that support future job applications and promotion. Students find it beneficial because they can make use of iLearn e-Portfolio to keep academic records and achievements, activities and interests, work experience, reflective practice, employer information and some other useful resources, and also to tailor their CV and covering letters including evidence to support their CV, transferable skills and selling points. Useful information for preparing for an interview, reflecting after an event and any thoughts and evaluation can be kept in iLearn e-Portfolio. Keeping assessment and feedback records in iLearn e-Portfolio enables students to know their progress, to identify any gaps they need to fill to develop their study practices and areas for development. The key points from the feedback on the assignments and assessments are beneficial for future improvement. The reflections on the assignments and how students make use of the advice are particularly useful to improve their overall performance. In terms of pedagogical benefits, the “Individual Learner Profile” records and reviews evidence in verbal communication, basic and higher academic skills, time management, numeracy skill and IT skills, students become increasingly aware of their own strengths and any weaker areas that may require development. The e-Portfolio also provides opportunity for students to reflect on the experience and skills they have gained whilst participating in activities outside their studies. As the iLearn e-Portfolio is a reflective practice tool, it is consistent with the principle of Schon's reflective practitioner to reframe problems and to explore the consequences of actions. From the students’ feedback, for those who engage regularly in iLearn, they are better able to set agendas for their Personal Tutorial meetings and provide their Personal Tutor with a unique record of their achievements, skills and attributes which help them writing effective references for them. They make the most of their student experience in general. They also enhance their transferable skills and employability overall. The iLearn e-Portfolio prepares for the workplace and life beyond University including continuing professional development. Students are aware of their transferable skills, evidence of the skills and skill level, including award or accreditation, and their personal reflection on their transferable skills. It is beneficial for students to be aware of their transferable skills, to produce evidence of the skills and skills level such as award and accreditation, and to record their personal reflection on their transferable skills. Finally, the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP will improve their employability.

Innovative use of e-portfolio for personal development

iLearn is a quasi-Web 2.0 tool developed in Blackboard to help users with Personal Development Planning (PDP). This paper describes a case study on how the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP benefits the users, who are training to be professionals in construction management and surveying, The e-Portfolio tool benefits users as it enables them to create and share portfolios, record achievements and reflections that support future job applications and promotion. Users find it beneficial because they can make use of iLearn e-Portfolio to keep academic records and achievements, activities and interests, work experience, reflective practice, employer information and some other useful resources, and also to tailor their CV and covering letters including evidence to support their CV, transferable skills and selling points. Useful information for preparing for an interview, reflecting after an event and any thoughts and evaluation can be kept in iLearn e-Portfolio. Keeping assessment and feedback records in iLearn e-Portfolio enables learners to know their progress, to identify any gaps they need to fill to develop their study practices and areas for development. The key points from the feedback on the assignments and assessments are beneficial for future improvement. The reflections on the tasks and how they make use of the advice are particularly useful to improve their overall performance. In terms of pedagogical benefits, the “Individual Learner Profile” records and reviews evidence in verbal communication, basic and higher academic skills, time management, numeracy skill and IT skills, learners become increasingly aware of their own strengths and any weaker areas that may require development. The e-Portfolio also provides opportunity for them to reflect on the experience and skills they have gained whilst participating in activities outside their studies. As the iLearn e-Portfolio is a reflective practice tool, it is consistent with the principle of Schon's reflective practitioner to reframe problems and to explore the consequences of actions. From the users’ feedback, for those who engage regularly in iLearn, they are better able to set agendas for their supervision meetings and provide their supervisor with a unique record of their achievements, skills and attributes which help them writing effective references for them. They make the most of their learning experience in general. They also enhance their transferable skills and employability overall. The iLearn e-Portfolio prepares them for the workplace including continuing professional development. Users are aware of their transferable skills, evidence of the skills and skill level, including award or accreditation, and their personal reflection on their transferable skills. It is beneficial for them to be aware of their transferable skills, to produce evidence of the skills and skills level such as award and accreditation, and to record their personal reflection on their transferable skills. Finally, the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP will improve their employability.

A refined quartic forcefield for acetylene: accurate calculation of the vibrational spectrum

It is now possible to calculate the nine-dimensional rovibrational wavefunctions of sequentially bonded four-atom molecules variationally without dynamical approximation. In the case of HCCH, the simplest such molecule, many hundreds of rovibrational (J = 0, 1, 2) levels can be converged to better than 1.5 cm −1. Variational calculations of this kind are used here systematically to refine the well-known quartic valence-coordinate forcefleld of Strey and Mills [J.Mol. Spectrosc.59, 103-115 (1976)] against experimental term values up to three C-H stretch quanta for the principal and two deuterated isotopomers, yielding a new surface that reproduces the energies of all the known Σ, Π, and Δ states of these species up to the energy of two C-H stretch quanta with an rms error of 3 cm−1 . The refined forcefield is used to study the resonances associated with the accidental degeneracies (ν2 + ν4 + ν5, ν3) and (ν2 + 2ν5, ν1) in the principal isotopomer, leading to a clarification of the assignment of she experimentally detected states in the 2ν3 and 3ν3, polyads, and to the finding that vibrational Coriolis (kinetic energy) terms, rather than quartic anharmonicities in the potential, are the primary cause of the resonant interactions. Using a new cubic ab initio electric dipole field to calculate IR absorption coefficients, 24 undetected Σ and Π states of 1H12C12C1H and 5 undetected Σ states of D12C12CD are identified as candidates for experimental study, and their calculated energies and assignments are given.

Vibration–rotation variational calculations: precise results on HCN up to 25 000 cm−1

Variation calculations of the vibration–rotation energy levels of many isotopomers of HCN are reported, for J=0, 1, and 2, extending up to approximately 8 quanta of each of the stretching vibrations and 14 quanta of the bending mode. The force field, which is represented as a polynomial expansion in Morse coordinates for the bond stretches and even powers of the angle bend, has been refined by least squares to fit simultaneously all observed data on the Σ and Π state vibrational energies, and the Σ state rotational constants, for both HCN and DCN. The observed vibrational energies are fitted to roughly ±0.5 cm−1, and the rotational constants to roughly ±0.0001 cm−1. The force field has been used to predict the vibration rotation spectra of many isotopomers of HCN up to 25 000 cm−1. The results are consistent with the axis‐switching assignments of some weak overtone bands reported recently by Jonas, Yang, and Wodtke, and they also fit and provide the assignment for recent observations by Romanini and Lehmann of very weak absorption bands above 20 000 cm−1.

Coriolis perturbations in the infrared spectrum of allene

High resolution infrared spectra of the ν9 and ν10 perpendicular fundamentals of the allene molecule are reported, in which the J structure in the sub-bands has been partially resolved. Analysis of the latter shows that the vibrational origin ν9 = 999 cm−1, some 35 cm−1 below previous assignments. The pronounced asymmetry in the intensity distribution of the rotational structure which this assignment implies is shown to be expected theoretically, due to the Coriolis perturbations involved, and it is interpreted in terms of the sign and magnitude of the ratio of the dipole moment derivatives in the two fundamentals. The results of this analysis are shown to be in good agreement with observations on allene-1.1-d2, where similar intensity perturbations are observed, and with an independent analysis of the ν8 band of allene-h4. The A rotational constant of allene-h4 is found to have the value 4.82 ± 0.01 cm−1, and for the molecular geometry we obtain r(CH) = 1.084 A, r(CC) = 1.308 A, and HCH = 118.4°. A partial analysis of the rotational structure of the hot bands (ν9 + ν11 − ν11) and (ν10 + ν11 − ν11) is presented; these provide an example of a strong Coriolis interaction between nearly degenerate A1A2 and B1B2 pairs of vibrational levels. Some localized rotational perturbations in the ν9 and ν10 fundamentals are also noted, and their possible interpretations are discussed.

Microwave spectra and centrifugal distortion constants of oxetane

The microwave spectra of oxetane (trimethylene oxide) and its three symmetrically deuterated isotopic species have been observed on a Hewlett-Packard microwave spectrometer from 26.5 to 40 GHz. For the parent species, the β-d2 and the αα′-d4 species, about 300 lines have been assigned for each molecule, and for the d6 species more than 600 lines have been assigned. The assignments range from v = 0 to v = 5 in the puckering vibration; although they are mostly Q transitions, either 3 or 4 R transitions have been observed for each vibrational state. The spectra have been interpreted using an effective rotational hamiltonian for each vibrational state, including five quartic distortion constants according to Watson's formulation, and a variable number of sextic distortion constants; in general, the lines are fitted to about ± 10 kHz. The distortion constants show an anomalous zig-zag dependence on the puckering vibrational quantum number, similar to that first observed for the rotational constants by Gwinn and coworkers. This is interpreted according to a simple modification of the standard theory of centrifugal distortion, involving the double minimum potential function in the puckering coordinate.