By C E Harland; Rex W Grimshaw
This product isn't really to be had individually, it is just offered as a part of a suite. There are 750 items within the set and those are all bought as one entity.
Ion alternate, second version is a wholly revised and up to date model of the hugely renowned Monograph for lecturers, first released through The Royal Society of Chemistry in 1975. It covers the sensible program of ion alternate and the synthesis of natural ion alternate resins, that have spanned approximately 60 years of improvement because the pioneering paintings of Adams and Holmes in 1935. This ebook covers the speculation, improvement, and alertness in enormous aspect and describes the background of improvement of ion trade fabrics and the advances of their usage in commercial procedures. Key functions in such parts as water purification, hydrometallurgy, and chromatography are defined and supported by way of chapters at the comparable medical basics governing equilibria and kinetics of ion alternate. Twenty-two experiments utilizing reasonably cheap gear are precise, which not just supplement a bankruptcy devoted to the characterization of natural exchangers, but in addition serve to demonstrate a number of different natural and utilized ideas on the topic of ion alternate phenomena. it's expected that the original inclusion of experiments and the extensive assurance of the full textual content should still entice a large readership and provide specific relevance to practitioners in faculties, faculties, and industry. Read more...
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Keegan, D. and Hohmberg, B. (eds) Distance Education: International Perspectives London: Croom Helm Peters, O. (1998) Learning and Teaching in Distance Education London: Kogan Page Pratt, D. and Associates (1998) Five Different Approaches to Teaching in Adult and Higher Education Malabar, FL: Krieger Rogers, C. (1983) Freedom to Learn for the 1980s New York: Merrill (Second Edition) Skinner, B. F. (1968) The Technology of Teaching New York: Appleton Century Crofts West, C. , Fowler, J. A. and Wolf, P.
Additionally, if they have been motivated by a lesson to continue to study the topic long after the lesson is over when is that measured and is motivation quantifiable? ’ The assumption that once the method is right, any competent teacher can achieve the desired ends fails to take into consideration the difference of classes, cultures and teachers themselves. This approach: ● ● ● ● ● omits consideration of value rationality, as opposed to instrumental rationality; is instrumental and assumes that the achievement of the specified objectives is always a sign of good teaching; emphasises outcomes and omits consideration of the unintended learning outcomes; is universalistic and downplays social, cultural and individual differences; assumes that learning is always measurable, and so on.
Teachers must be effective if they produce students who gain good grades – a measurable outcome. But there is no direct evidence to indicate that the teaching process has actually been the cause of the measurable outcome! It might have been, but we do not necessarily know whether it is the teaching process, or the teachers’ personality or the learners and their efforts, which help achieve the success. But there is at least one other problem: students can learn from many other sources and it might even be that poor teachers drive good students to the libraries.