Tabla de Contenidos: “…TOMADO DE: NEWGRANGE, MICHAEL (...) -- 48. CUATRO VIGAS, TUMBA EN PIRIBEBUY. …”

Tabla de Contenidos: “…Intro -- Foreword by Michael Drummond -- Foreword by Kim Rand -- Preface -- Acknowledgements -- Contents -- About the Editors -- Contributors -- Chapter 1: The Development of the EQ-5D-5L and its Value Sets -- 1.1 The EQ-5D as an Instrument for Measuring and Valuing Health -- 1.2 The Development of the EQ-5D-5L -- 1.3 The need for EQ-5D-5L Values -- 1.4 The Aims of this Book -- References -- Chapter 2: The Development and Strengthening of Methods for Valuing EQ-5D-5L - An Overview -- 2.1 Development of the EQ-VT Protocol -- 2.2 Description of the EQ-VT Protocol -- 2.2.1 Contents of the Protocol -- 2.2.2 Why the cTTO Task was Adopted -- 2.2.3 Why the DCE Task was Adopted -- 2.2.4 Value Set Generation -- 2.3 How the EQ-VT Protocol Updates Evolved -- 2.4 Lessons Learned -- 2.5 Concluding Remarks -- References -- Chapter 3: Experimental Design for the Valuation of the EQ-5D-5L -- 3.1 Introduction -- 3.2 EQ-VT Designs -- 3.2.1 cTTO Design -- 3.2.2 DCE Design -- 3.2.3 Other Considerations -- 3.3 Alternative cTTO Designs -- 3.4 Future Research -- Appendices -- Appendix A: Construction for Level Balance Optimisation Criterion -- Appendix B: The cTTO design of the EQ-VT -- Appendix C: The DCE design of the EQ-VT -- Appendix D: The Design Used in the Peruvian EQ-5D-5L Valuation Study -- References -- Chapter 4: EQ-5D-5L Value Set Summaries -- 4.1 Introduction -- 4.2 Methods -- 4.3 Country-by-Country Overview of Value Sets -- 4.3.1 Wave 1 -- 4.3.1.1 Country/Region: Canada (Table 4.1) -- 4.3.1.2 Country/Region: China (Table 4.5) -- 4.3.1.3 Country/Region: England (Table 4.9) -- 4.3.1.4 Country/Region: Netherlands (Table 4.13) -- 4.3.1.5 Country/Region: Spain (Table 4.17) -- 4.3.2 Wave 2 -- 4.3.2.1 Country/Region: Japan (Table 4.21) -- 4.3.2.2 Country/Region: Korea (Table 4.25) -- 4.3.2.3 Country/Region: Thailand (Table 4.29)…”

Tabla de Contenidos: “…</P><P>Models of learning </P><P>Models underlying a classical view of pedagogy </P><P>Constructivism </P><P>Andragogy </P><P>Heutagogy </P><P>The main elements of the self-directed learning of science and technology </P><P>Theories of motivation and self-determination </P><P>Individual engagement with science and technology </P><P>References </P><P>Chapter 3: Learning to Deal with Medical Issues </P><P>Abstract </P><P>Seeking solutions to health problems </P><P>Ana's story: First pregnancy </P><P>Penny's story: An "invisible disability" </P><P>Mary's story: A lifelong challenge </P><P>Commentary on the three case stories </P><P>References </P><P>Chapter 4: Pursuing Personal Interests -- Learning through Hobbies </P><P>Abstract </P><P>Pursuing a life-long hobby </P><P>Richard's Story: Building a Logie Baird televisor </P><P>Michael's Story: Creating Complex Jewellery </P><P>Pursuing Environmental Interests </P><P>Tina's Story: Surprise encounter with a bumblebee </P><P>Paulette's Story: Opaque Aquifers and Other Matters </P><P>Commentary on the four case stories </P><P>References </P><P>Chapter 5: Learning to Help Others </P><P>Abstract </P><P>Helping children </P><P>Paul's story: pop-up dinosaurs </P><P>Liz's story: Science for Mothers </P><P>The explainers </P><P>Tiki's story: Interpreting plants </P><P>Kristen's story: In the galleries </P><P>Warren's story: A science of place </P><P>Commentary on the five case stories </P><P>References </P><P>Chapter 6: Learning for Work </P><P>Abstract </P><P>Learning in and for the workplace </P><P>Hugh's story: An experience of life-long learning </P><P>Ketan's story: Understanding controversy </P><P>Keith's story: Life is a garden </P><P>Commentary on the three case stories </P><P>References </P><P>Chapter 7: Learning Through a Diversity of Approaches: The Case of the Moon Diary </P><P>Abstract </P><P>Introduction </P><P>The influence of learning styles and multiple intelligences </P><P>Free pathways and motivation </P><P>The Moon Diary assignment </P><P>Initial responses: from confusion to elation </P><P>Choosing the theme </P><P>Reflections </P><P>References </P><P>Chapter 8: Resources for Self-Directed Learning </P><P>Abstract </P><P>How self-directed learners use resources </P><P>Media resources </P><P>Printed resources </P><P>Electronic mass media </P><P>The Internet and social media </P><P>Quality of information portrayed by mass media </P><P>People as resources -- experts, friends, peers and colleagues </P><P>Experts in the field </P><P>Friends, peers, and colleagues </P><P>Course-taking and teachers </P><P>Internet e-learning platforms </P><P>Self-directed learning at education institutions </P><P>Personal resources </P><P>References </P><P>Chapter 9: Learning from New Media </P><P>Abstract </P><P>Characteristics of new media </P><P>Learning via the Internet: The digital divide </P><P>Motivation to search the Internet </P><P>Checking facts </P><P>Focused searching </P><P>Exploration and discovery </P><P>Learning about science through new media: Social networks </P><P>Hazards of new media </P><P>Judging a credible source </P><P>Helping people to learn from the Internet </P><P>References </P><P>Chapter 10: Supporting Self-directed Learning in Science and Technology </P><P>Abstract </P><P>Introduction </P><P>Essential skills for effective self-directed learning </P><P>Prerequisite personal resources for self-directed learners </P><P>Motivation toward the chosen task </P><P>Active engagement in learning </P><P>Self-efficacy as a learner </P><P>Partnerships for learning </P><P>Mentoring relationships </P><P>Varieties of mentorship </P><P>Learning relationships in our case stories </P><P>Learning relationships and online media </P><P>How to support self-directed learners </P><P>Likely supporters of self-directed learners </P><P>Educators providing formal learning experiences </P><P>Specialists and community liaison people </P><P>Staff in the educational sections of cultural organisations </P><P>Effective communication </P><P>References </P><P>Chapter 11: Advancing the Cause of Adult Literacy in Science and Technology </P><P>Abstract </P><P>Science in the school curriculum </P><P>Dealing with science and technology in everyday life </P><P>Technology in the school curriculum </P><P>The curricular relevance of STEM and STEAM </P><P>The relevance of an integrated curriculum </P><P>Developing literacy in science and technology </P><P>Increasing "Science Capital" </P><P>Providing knowledge and skills to facilitate universal scientific literacy </P><P>Achieving the goals of lifelong learning in science and technology </P><P>References</P>…”

Tabla de Contenidos: “…c and Angela Surca Vuk Nature and Lability of Northern Adriatic Macroaggregates doi: 10.3390/md8092480 -- Miaomiao Li, Qingsen Shang, Guangsheng Li, Xin Wang and Guangli Yu Degradation of Marine Algae-Derived Carbohydrates by Bacteroidetes Isolated from Human Gut Microbiota doi: 10.3390/md15040092 -- Natasha C. Moroney, Michael N. OGrady, Sinad Lordan, Catherine Stanton and Joseph P. …”

Tabla de Contenidos: “…Jahrhunderts : Ulrich Pinder : Caspar Steinbeck : Thomas Hirschhorn : Philipp von Hersfeld -- Cusanus bei den frühen deutschen und niederländischen Humanisten : Johannes Trithemius : Jakob Wimpheling : Agrippa von Nettesheim : Gregor Reisch : Johannes Eck : Beatus Rhenanus : Johannes Reuchlin : Philipp Melanchthon : Rudolf Agricola : Konrad Celtis : Michael Falkner : Hartmann Schedel : Erasmus von Rotterdam -- Cusanus bei den frühen Reformatoren : Martin Luther : Ulrich von Hutten : Johannes Kymeus -- Cusanus bei französischen und spanischen Humanisten des 16. und 17. …”
Plan general de la obra

Tabla de Contenidos: “…O'Rourke -- 4.1 Introduction -- 4.2 Theory -- 4.3 Instrumentation -- 4.4 Sample interface -- 4.5 Implementation -- 4.6 Applications -- 4.7 Detailed application notes -- 4.8 Conclusion -- References -- Chapter 5 -- Near-infrared Spectroscopy for Process Analytical Technology : Theory, Technology and Implementation -- Michael B. Simpson -- 5.1 Introduction -- 5.2 Theory of near-infrared spectroscopy -- 5.3 Analyser technologies in the near-infrared -- 5.4 The sampling interface -- 5.5 Practical examples of near-infrared analytical applications -- 5.6 Conclusion -- References --…”

Tabla de Contenidos: “…Tool 23.1 Alignment Workshop -- Chapter 24 Communication: Everything Communicates -- Guest Contributor Michael Ovalles -- Use Your Communication to Drive Engagement -- Consider What Drives Happiness -- Maslow's Needs -- Satisfaction -- Maslow Hygiene and Motivating Factors -- Implications for You as a Transformational Leader -- Become the Narrator-in-Chief -- Touch Points -- Monitor and Adjust -- Repeat the Message Repeat the Message -- Celebrate Early Wins -- Reinforce -- Next-Level BRAVE Questions -- Bias -- Communication and Presentation Planning -- Tool 24.1 Communication and Presentation Planning -- Chapter 25 Announcement Cascade: Emotional, Direct, Indirect -- Internal and External Stakeholders -- Message -- Pre-Announcement Timeline -- Formal Announcement -- Post-Announcement Timeline -- Managing Your Reaction and Response to Announcements -- David and Goliath -- Tool 25.1 Announcement Cascade -- Tool 25.2 Press Interviews -- Chapter 26 Adjustments: Because You'll Need Them -- Strategic Process -- Operational Process -- Governance Process -- Adjust and Advance Your Leadership -- Develop Your Team -- Enhance Practices: Milestone Management, Program Management, and Long-Term Planning -- Evolve Your Culture -- Adjust to the Inevitable Surprises -- Major and Enduring -- Major but Temporary -- After-Action Review -- Tool 26.1 Management Cadence -- Part VIII Prototypical Order -- Chapter 27 Prototypical Order -- Prototypical Chronology: An Example -- Next Normal -- About the Authors -- Guest Contributors -- Bibliography -- Index -- EULA…”

Tabla de Contenidos: “…-- More Code, Fewer Words -- Exhaustive Code and Repetition -- Color-Coding Conventions -- jsFiddle, JS Bin, and Firebug lite-dev -- Conventions Used in This Book -- Using Code Examples -- Safari® Books Online -- How to Contact Us -- About the Author -- About the Technical Editors -- Michael Richardson -- Kyle Simpson -- Nathan Smith -- Ben Nadel -- Ryan Florence -- Nathan Logan -- Chapter 1. …”

Tabla de Contenidos: “…[Tractatus astronomiae / Michael Scotus . Compilatio de signis et imaginibus celi secundum Michaelem Scotum.] …”

Texto completo en Odilo

Tabla de Contenidos: “…6.3 Multi-Standard Transceiver Architectures -- 6.4 Evaluating Reconfigurability -- 6.5 ADCs for Software-Defined Radio -- 6.6 DACs for Software-Defined Radio -- 6.7 Conclusions -- II RECEIVER DESIGN -- 7 OFDM Transform-Domain Receivers for Multi-Standard Communications (Sebastian Hoyos) -- 7.1 Introduction -- 7.2 Transform-Domain Receiver Background -- 7.3 Transform-Domain Sampling Receiver -- 7.4 Digital Baseband Design for the TD Receiver -- 7.5 A Comparative Study -- 7.6 Simulations -- 7.7 Gain-Bandwidth Product Requirement for an Op-Amp in a Charge-Sampling Circuit -- 7.8 Sparsity of (GHG)-1 -- 7.9 Applications -- 7.10 Conclusions -- 8 Discrete-Time Processing of RF Signals (RenaldiWinoto and Borivoje Nikolic) -- 8.1 Introduction -- 8.2 Scaling of an MOS Switch -- 8.3 Sampling Mixer -- 8.4 Filter Synthesis -- 8.5 Noise in Switched-Capacitor Filters -- 8.6 Circuit-Design Considerations -- 8.7 Perspective and Outlook -- 9 Oversampled ADC Using VCO-Based Quantizers (MatthewZ. Straayer and MichaelH.Perrott) -- 9.1 Introduction -- 9.2 VCO-Quantizer Background -- 9.3 SNDR Limitations for VCO-Based Quantization -- 9.4 VCO Quantizer -ADC Architecture -- 9.5 Prototype -ADC Example with a VCO Quantizer -- 9.6 Conclusions -- References -- 10 Reduced External Hardware and Reconfigurable RF Receiver Front Ends for Wireless Mobile Terminals (Naveen K. …”