Workplace and professional learning, lifelong learning, adult learning, learning in different contexts have become of more and more interest and now dominate all aspects of 21st century life. Learning is no longer about ‘storing and recall’ but ‘development and flow’. Theories of Learning in the Workplace offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. With each chapter co-authored by an academic researcher and an expert in business or industry, this unique book provides practical case studies combined with thorough analysis of theories and models of learning. Key figures in education, psychology and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions. Containing overviews of theories from Schön, Argyris, Senge, Engeström, Billet, Ericsson, Kolb, Boud and Mezirow, this book discusses: adult learning; workplace learning; informal learning; reflective practice; experiential learning; deliberate practice; organisational and inter-organisational expansive learning. Combining theory and practice, this book will be essential reading for all trainee and practicing educational psychologists, organisational psychologists, researchers and students in the field of lifelong learning, educational policy makers, students, researchers and teachers in vocational and higher education.
This book is an expansion and major updating of the highly successful Theories of Learning for the Workplace, first published in 2011. It offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. Each chapter is co-authored by an academic researcher and an expert in business or industry, providing practical case studies combined with a thorough analysis of theories and models of learning. Key figures in education, psychology, and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions and innovation in learning, training, and teaching for the upcoming post-Covid-19 decades. Containing overviews of theories from Argyris, Decuyper, Dochy & Segers, Engeström, Ericsson, Kolb, Lave & Wenger, Mezirow, Raes & Boon, Schön, Senge, and Van den Bossche, this book discusses: Learning of employees in the digital era Workplace learning High impact learning Informal learning Adult learning Learning & development didactics (L&D) Reflective practice Transformational learning Experiential learning Deliberate practice Communities of practice Team learning Organisational learning Expansive learning Combining theory and practice, this book will be essential reading for all trainee and practising educational psychologists, organisational psychologists, researchers, and students in the field of lifelong learning, educational policy makers, students, researchers, and teachers in vocational and higher education. It will also be of interest to those involved in training trainers and teacher training.
Containing over 300 entries, this guide presents an overview of the most recent developments in Dutch architecture and urban design from the 1980s to the present day. Its compact shape, practical layout and extensive indexes make this guide an indispensable source of inspiration and reference work on the practice of Dutch architecture today. Includes work by Koolhaas, Mecanoo, Arets, van Berkel, van Egeraat, Foster, De Geyter, Hertzberger, Krier, MVRDV, Neutelings Riedijk, Graves, Benthem Crouwel, Nox, and many others.
To meet the demands of today's highly competitive market, analog electronics designers must develop their IC designs in a minimum of time. The difference between first- and second-time right seriously affects a company's share of the market. Analog designers are therefore in need for structured design methods together with the theory and tools to support them, especially when pushing the performance limits in high-performance designs. Systematic Modeling and Analysis of Telecom Frontends and Their Building Blocks aims to help designers in speeding up telecommunication frontend design by offering an in-depth understanding of the frontend's behavior together with methods and algorithms that support designers in bringing this understanding to practice. The book treats topics such as time-varying phase-locked loop stability, noise in mixing circuits, oscillator injection locking, oscillator phase noise behavior, harmonic oscillator dynamics and many more. In doing so, it always starts from a theoretical foundation that is both rigorous and general. Phase-locked loop and mixer analysis, for example, are grounded upon a general framework for time-varying small-signal analysis. Likewise, analysis of harmonic oscillator transient behavior and oscillator phase noise analysis are treated as particular applications of a general framework for oscillator perturbation analysis. In order to make the book as easy to read as possible, all theory is always accompanied by numerous examples and easy-to-catch intuitive explanations. As such, the book is suited for both computer-aided design engineers looking for general theories and methods, either as background material or for practical implementation in tools, as well as for practicing circuit designers looking for help and insight in dealing with a particular application or a particular high-performance design problem.
Advances in Business Education & Training is a Book Series to foster advancement in the field of Business Education and Training. It serves as an international forum for scholarly and state-of-the-art research and development into all aspects of Business Education and Training. This new volume deals with several aspects of the challenge to design learning in and for a changing world. The first part concerns program development. How to build curricula that are future-proof? Principles to innovate our curricula are identified. It answers the question how we can incorporate the need for change in our thinking about curriculum-development and identify the necessary elements to incorporate in our curricula. The second part focuses on the increasing diversity of students and employees within our schools and organizations, in terms of culture, language, and perception of ability, gifts, and talents. This offers a range of opportunities, but at the same time can possibly jeopardize some processes that are taken for granted. Chapters in this part analyze the processes that play a crucial role in dealing with this diversity and identify educational practices that can help to harvest the potential that lies within this diversity. The third part of this book digs further into the possibilities that are opened up by the implementation of ICT-support in our learning environments. E-learning provides tools to adapt these environments to the needs of an increasingly diverse student-population. In the last part we focus specifically on the workplace and how learning can be designed in such a way that employees are equipped for a shifting workplace. On the one hand it is looked how training can affect performance in the workplace. Does learning transfer to the work environment? On the other hand it is questioned how one can design affordances to trigger learning in the workplace.
The performance of current transport systems is inadequate when viewed in terms of economic efficiency, sustainability and safety. Drawing together key an impressive list of contributors from the vast field of transportation economics including Kenneth Button, David Banister and Juan Carlos Martín, this book investigates transport systems, and covers a wide range of topics such as: airline markets congestion charging speed control. This informative book, ideal for undergraduate and postgraduate students of economics, business and industrial studies examines the tools that are necessary to effectively measure transport systems and those that are required to improve them. Utilizing advanced tools of network analysis, the contributors challenge various pieces of conventional wisdom, in particular the view that intermodal transport is more environmentally benign than road transport.
The law of the external relations of the European Union is a subject of great importance. The EU institutions have developed an extensive practice in this area, by concluding many international agreements, by participating in the work of international organizations, and by legislating and regulating on matters of external relations. It is a practice giving rise to many legal problems and questions, as evidenced by the substantial and fast expanding body of case-law in this area from the EU Courts. These problems and questions are often of constitutional significance, and the external relations law of the EU therefore occupies an important place in the overall constitutional and institutional development of the EU. This volume examines the legal foundations of the EU's external relations. It focuses on the EU's external competences and objectives; on the instruments, principles, and actors of external policies; and on the legal effects of international agreements and international law. It analyses a number of key external policies, particularly in the fields of trade and foreign policy. Substantially updated to take into account recent case law, it also incorporates an examination of the changes made by the Lisbon Treaty. This new edition, formerly published as External Relations of the European Union: Legal and Constitutional Foundations, is an invaluable asset to those studying and working in the field.
This textbook evolves from the intersection between ‘Research’, ‘Educational Information Technologies’ and recent ‘Best Practices’. It offers diplomacy and erudite rhetoric in order to harvest from innovation projects and see how new professional needs for teachers are emerging day by day. The volume launches the compact background for the 21st century education that every teacher faces after being in charge for 3 or 6 years after pre-service training. ‘Sources for a better education’ refers to the deep understanding and to the incentives for encouraging teachers to leave the comfort zone and experiment the next steps into a further sophisticated professionalism, without the threat of feeling in a ‘Dilemma’. The first candidate for extending one’s teaching effectiveness is to tailor one’s teaching to the test to be expected. ‘Teaching to the Test’ is an understandable tactic, however it endangers the students’ full understanding of underlying concepts and analogies. The second candidate for professionalism is the deeper layer of knowledge on how curricular domains are related. In simpler terms: better teachers know how to ‘bridge’ topics and subjects so that students develop a deeper understanding on the patterns and structure in knowledge. The 21st century education prioritizes higher degrees of flexible-, divergent and abstract thinking, so that creative problem solving comes into reach. ICT tools for making prior knowledge explicit is a major example on how learners harvest upon prior knowledge, thinking and intuition. The third source for a better education is the courage to envisage one’s meta knowledge in order to see patterns in learning and understanding. The more conscious prior knowledge gets decompiled into genetic metaphors; the better future learning can be anticipated. The fourth asset for meta-cognitive skills is the wide spectrum of tools that the web offers for building knowledge infra-structures so that knowledge becomes transformed into problem solving skills; the availability of knowledge is no longer sufficient for finding creative and authentic solutions in future situations. This is the case for both students and teachers. By tradition, the bottom-up strategy from reproductive factual learning up to the levels of problem solving and creative thinking has been favoured. The ‘one-click away’ access to information on the web asks a more strategic attitude from learners and practitioners to cope with the periphery between known and unknown, so that a more effective meta-cognition develops. The fifth stimulus for more effective learning is the expanding impact of social media. Social media tend to intimidate learners with incomplete understanding to jump on biases as delivered through political and conspiracy agendas. This books aims at the challenge to build upon learners’ existential needs and developing interest for a longer-term learning perspective. “Renaissance man and philosopher Piet Kommers presents us with an interesting question: What makes education exciting? His book covers a range of lessons learnt through research and practice, covering philosophies and paradoxes, ranging from learning to learn to machine learning for learning. In 35 chapters he takes us on an exciting, comprehensive journey of just about every conceivable aspect of technology and education. This is a must-have for every 21st Century bookshelf!” By: Johannes Cronjé, professor of Digital Teaching and Learning in the Department of Information Technology at the Cape Peninsula University of Technology, South Africa. “Piet Kommers has in 400 pages provided an overview of teaching based on practical experience. It is not a summary of pedagogic models, but a guide to important factors in how to motivate students and thus improve their learning. New technologies changes teaching, and we need to understand how application of such technologies can improve the learning. This book provides such knowledge and I wish I had it when I started teaching at university many years ago.” By: Jan Frick, Professor Business School, University of Stavanger, Norway. "Piet Kommers delivers a very thorough book with a holistic perspective on Learning Technologies. This book is a result of many years of experience that the author has in Higher Education. It comprises lessons learned from the author ́s professional career, including inputs from European Union research projects, as well as diversified interactions with a wide range of Peoples and Cultures. The result is a unique perspective that is a must-read for anyone interested in Learning Technologies, past, present, and future!" By: Pedro Isaias, associate professor at the Information Systems & Technology Management School of The University of New South Wales (UNSW – Sydney), Australia. “Distinguished Professor and Thinker Dr. Piet Kommers presents the academic community with a new horizon on education that reflects the current and future technology trends in the e-Learning and Fast Internet ubiquity. The Book discusses the current and most recent advances in research and application of most effective learning methods in conjunction with the future directions in machine learning in support of learning. The Book's 35 chapters present cutting-edge technologies and state-of-the-art learning methods in support of best educational practices and the student's best learning experience. The Book is most valuable asset to educator's community pursuing the mission of excellence in the Third Millennium!” By: Eduard Babulak, Professor, Computational Sciences, Liberty University, Lynchburg, USA. "Well-known scientist, (e-)learning expert and philosopher Piet Kommers presents us with an interesting question: What makes education exciting? His book covers a range of lessons learnt through research and practice, covering philosophies and paradoxes, ranging from ‘learning to learn’ to ‘machine learning for learning’. In 35 chapters he takes us on an exciting, comprehensive journey of just about every conceivable aspect of technology and education. This is an interesting and useful publication for all educators as well as learners and must-have for every 21st Century bookshelf!" By: Eugenia Smyrnova-Trybulska, Dr. hab., associate professor, Institute of Pedagogy, Faculty of Art and Sciences of Education, University of Silesia in Katowice, Poland. “The book presents a mosaic of assets reflecting the vast international experience in research and realization of learning technologies of the author, honourable professor of the UNESCO Chair in New information technologies in education for all, Piet Kommers. Describing various aspects of learning strategies, approaches, techniques and technologies in a concise way, he engages the readers into the mental construction of a "big picture" and makes them reconsider routine processes of teaching and learning. Exciting and thought-provoking reading for educators, researchers, and devoted learners.” By: professor Volodymyr Gritsenko, Director of the International Research and Training Centre for Information Technologies and Systems, National Academy of Sciences and Ministry of Education and Science of Ukraine, Head of the UNESCO Chair.
This title is a comprehensive textbook of EU constitutional law, setting out the structure, values, procedures, and policies of the European Union. It is a first point of reference for issues of EU constitutional law. The book encompasses six major parts. The first part addresses the formation history of the European Union, the treaties, the accessions, and the withdrawal of the United Kingdom. The second part covers the competences of the European Union. It contains an extensive analysis of the key constitutional principles governing the exercise of competences by the Union and the balance of power between the Union and its Member States, followed by an in-depth anaylsis of EU citizenship and the four freedoms, followed by an overview of the main internal and external policy domains. The third part addresses the role and workings of the various institutions (European Council, Council, European Parliament, Commission, European Court of Justice, and European Central Bank), the position of the Member States of the Union, and various other institutional matters. Part four explores the various decision-making processes, addressing not only the legislative and executive decision-making, but also the budget, CFSP, and external action. The fifth part looks at the legal instruments and the position of EU law in the EU and national legal orders, with an attention to the key principles of primary and direct effect, and the role of fundamental rights and the Charter of Fundamental Rights. The final part sets out the complete and coherent system of judicial protection in the European Union, offering an overview of the various courses of action before the EU courts and in the national legal orders to enforce EU law or to obtain judicial protection.
This book introduces a completely novel architecture that can relax the trade-off existing today between noise, power and area consumption in a very suitable solution for advanced wireless communication systems. Through the combination of charge-domain operation with incremental signaling, this architecture gives the best of both worlds, providing the reduced area and high portability of digital-intensive architectures with an improved out-of-band noise performance given by intrinsic noise filtering capabilities. Readers will be enabled to design higher performance radio front-ends that consume less power and area, especially with respect to the transmitter and power amplifier designs, considered by many the “battery killers” on most mobile devices.
This book is an expansion and major updating of the highly successful Theories of Learning for the Workplace, first published in 2011. It offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. Each chapter is co-authored by an academic researcher and an expert in business or industry, providing practical case studies combined with a thorough analysis of theories and models of learning. Key figures in education, psychology, and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions and innovation in learning, training, and teaching for the upcoming post-Covid-19 decades. Containing overviews of theories from Argyris, Decuyper, Dochy & Segers, Engeström, Ericsson, Kolb, Lave & Wenger, Mezirow, Raes & Boon, Schön, Senge, and Van den Bossche, this book discusses: Learning of employees in the digital era Workplace learning High impact learning Informal learning Adult learning Learning & development didactics (L&D) Reflective practice Transformational learning Experiential learning Deliberate practice Communities of practice Team learning Organisational learning Expansive learning Combining theory and practice, this book will be essential reading for all trainee and practising educational psychologists, organisational psychologists, researchers, and students in the field of lifelong learning, educational policy makers, students, researchers, and teachers in vocational and higher education. It will also be of interest to those involved in training trainers and teacher training.
Workplace and professional learning, lifelong learning, adult learning, learning in different contexts have become of more and more interest and now dominate all aspects of 21st century life. Learning is no longer about ‘storing and recall’ but ‘development and flow’. Theories of Learning in the Workplace offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. With each chapter co-authored by an academic researcher and an expert in business or industry, this unique book provides practical case studies combined with thorough analysis of theories and models of learning. Key figures in education, psychology and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions. Containing overviews of theories from Schön, Argyris, Senge, Engeström, Billet, Ericsson, Kolb, Boud and Mezirow, this book discusses: adult learning; workplace learning; informal learning; reflective practice; experiential learning; deliberate practice; organisational and inter-organisational expansive learning. Combining theory and practice, this book will be essential reading for all trainee and practicing educational psychologists, organisational psychologists, researchers and students in the field of lifelong learning, educational policy makers, students, researchers and teachers in vocational and higher education.
Presents a themed overview of the work of graphic designer Piet Gerards. Includes fifty works chosen and provided with commentaries by the artist. The author describes and interprets Piet Gerards' development from self-taught man and left-wing activist to publisher and premiated maker of books, organizer of cultural productions and graphic designer.
The concern over groundwater contamination has focused attention on the processes that influence the fate of chemicals in soil water systems. A major concern of groundwater contamination is the passage of these chemcials through the unsaturated zone and the relatively thin cover layers overlying the aquifers. Pollution due to diffuse sources is probably the most difficult to model. This is because the loads are usually non-homogeneous and they are also governed by spatially and temporally non-homogeneous, but dynamic, processes of chemical and biochemical phenomena.In this book, the estimation techniques and transfer functions of required input data from existing databases in geographic information systems are provided. Spatially variable input data, such as the type of soil, hydrological conditions, intensity of land use and atmospheric deposit of pollutants, are derived from basic land and climate characteristics. A model for the evaluation of land use and water management is also described. In addition, examples of field and regional studies on water management and policy analysis are provided.
Aan de hand van meer dan 500 gebouwen wordt een beeld gegeven van alle stromingen en ontwikkelingen binnen de Nederlandse architectuur en stedebouw vanaf 1900 tot heden.
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