To browse Academia. Skip to main content. Log In Sign Up. Dr John L Clarke. The building is being used as a resource to teach and learn about a wide range of environmental topics providing sustainable spaces for research, workshops, lectures and seminars as well as accommodation and restaurant facilities, all offering an experience of sustainable solutions in practice with the potential to influence and effect behavioural change.
WISE provides a high-quality training and conference facility demonstrating that linking environmentally sound buildings and business practices are possible and comfortable. WISE provides a location in which to explore practical solutions to vital changes to the way we live, work, travel and do business. The WISE building embodies everything that will be taught in it, offering a living example of sustainable technologies and lifestyles.
Facilities comprise of a seat lecture hall, a large break out and exhibition space, a courtyard garden, a dining hall extension and bar, workshops, offices and 24 en-suite bedrooms. Key drivers for the development of the building were to encourage sustainable business innovation and lifelong learning for sustainability. The basic architectural premise was that all principal rooms would be shallow in plan, enabling good levels of daylight and simple-user controlled ventilation, and for every room to have a vista.
The site and indoor-outdoor relationships were key to the design intent, in effect the building was designed from the inside out.
An innovative partnering contract PPC involved the contractors from the beginning. It sets up a practical and clear basis for all the key players to work together, according to agreed timetables, from early design stage through to commissioning and handover. The design reduced the amount of reinforced concrete, using high embodied energy cement, to a minimum for the foundations and only to areas where it was deemed necessary for load bearing requirements.
In order to optimise sustainability, limecrete, an alternative to cement- based concrete, was specified elsewhere. Cork insulation was selected to stop cold bridging and for insulating roof decks to a thickness of mm. This was also a very simple design for decking and insulation.
A mechanical air handling unit with heat reclamation for lecture theatre was designed to accommodate rapid fluctuations in occupancy heat gains.
Elsewhere passive natural ventilation systems were integrated throughout the building. Within the design brief was the requirement for a high level of thermal comfort monitoring with feedback displays in each room for occupancy monitoring. Internal finishes included off-the-shelf earth blocks with lime render, timber finishes and the use of natural paints.
The lecture theatre lies within an enclosing cylinder of rammed earth, which is free-standing and shows the strata of its construction.Jump to navigation. Chapter 5: Collecting data. Cochrane Handbook for Systematic Reviews of Interventions version 6.
Cochrane, Available from www. Systematic reviews aim to identify all studies that are relevant to their research questions and to synthesize data about the design, risk of bias, and results of those studies. Consequently, the findings of a systematic review depend critically on decisions relating to which data from these studies are presented and analysed.
Data collected for systematic reviews should be accurate, complete, and accessible for future updates of the review and for data sharing. Methods used for these decisions must be transparent; they should be chosen to minimize biases and human error.
Here we describe approaches that should be used in systematic reviews for collecting data, including extraction of data directly from journal articles and other reports of studies. Studies are reported in a range of sources which are detailed later. As discussed in Section 5.
The relative strengths and weaknesses of each type of source are discussed in Section 5. For guidance on searching for and selecting reports of studies, refer to Chapter 4.
Journal articles are the source of the majority of data included in systematic reviews.
Note that a study can be reported in multiple journal articles, each focusing on some aspect of the study e. Conference abstracts are commonly available. However, the information presented in conference abstracts is highly variable in reliability, accuracy, and level of detail Li et al Errata and letters can be important sources of information about studies, including critical weaknesses and retractions, and review authors should examine these if they are identified see MECIR Box 5.
Trials registers e. Clinical study reports CSRs contain unabridged and comprehensive descriptions of the clinical problem, design, conduct and results of clinical trials, following a structure and content guidance prescribed by the International Conference on Harmonisation ICH To obtain marketing approval of drugs and biologics for a specific indication, pharmaceutical companies submit CSRs and other required materials to regulatory authorities.This method of Bible study is not beyond any person who has fifteen minutes or more a day to put into Bible Study and Reading.
The chapter method of Bible Study is to take a whole book and study the chapters in their order. If you are new to the Bible or a new Christian, we highly recommend starting at the Book of John in the New Testament. We have two study guides on the Gospel of John to go along with the Chapter Study. It's as easy as reading a chapter a day here. Start your day by talking to God, reading the Bible and reflecting on your day. We have created a unique series of study guides to go along with your daily reading on Gospel of John sent once a day by email for 21 days on the Gospel of John here.
Read the chapter for to-day's study five times.
Chapter 5: Collecting data
It is well to read it aloud at least once. The writer sees many things when he reads the Bible aloud that he does not see when he reads silently. Each new reading will bring out some new point.
Divide the chapters into their natural divisions. And find headings for them that describe most strikingly their contents. The Believer's Noble Parentage. The Believer's Glorious Victory. The Believer's Sure Ground of Faith. The Believer's Priceless Possession. The Believer's Blessed Assurance. The Believer's Unquestioning Confidence. The Believer's Perfect Security.
The Believer's Precious Knowledge. The Believer's Constant Duty. In many cases, the natural divisions will be longer than in this chapter. Note the crucial differences between different translations.
Read the chapter from different Bible Translations. If you do not have different translations, you can look up the chapter at Bible Gateway and look through the different translations here on a given chapter.Abstract: This chapter reviews how performance-based instruction and role play have been used to develop practitioner skills. Functional analysis, one type of functional assessment, involves an experimental manipulation of possible reasons for the challenging behavior.
A brief description of past research involving how to teach functional analysis is reviewed. Additionally, methods of promoting generalization of those newly acquired skills beyond the training situation by incorporating case-based learning and general case strategy are described.
Although college students may be able to describe a procedure in verbal or written form, that does not mean they can do it Iwata et al. Role play and performance-based teaching are two strategies to establish the necessary skills. A role play strategy is a more physically active manner of participation in the learning situation than computer simulation. For instance, Jones and Eimers taught two teachers to use a behavior management approach to decrease the disruptive behavior of children in their classroom.
Disruptive behaviors including talking to neighbors, out-of-seat behaviors, and inappropriate talk were behaviorally defined. In this multi-component training package, the teacher training procedures entailed a combination of role playing student and effective teacher behaviors, feedback, self-reflection on what went well or not, group discussion, until mastery learning.
The results of this teacher training approach led to less student disruptive behavior and higher student academic performance.
Gardner compared role play versus lecture instructional methods to teach paraprofessionals behavioral skills. Using a simple experimental research pre-test, post-test design, 20 staff members were randomly assigned to either role play or lecture instructional methods.
The results suggest that a role-play method improved proficiency scores more than lectures when teaching positive reinforcement, shaping, and stimulus control procedures. Wallace, Doney, Mintz-Resudek, and Tarbox demonstrated that a high degree of accuracy in implementing FAn may also be achieved using just role play in a workshop format. For one of the three teachers who were participants in this study, additional feedback on specific steps performed incorrectly was needed. One teacher in this study was able to use FAn in the classroom with a student 12 weeks after the workshop, demonstrating both stimulus generalization and maintenance of learning.
Prior to training, the task to be taught is operationally defined, broken down into smaller, specific steps called a task analysisand a learning criteria is set. Next, training is designed to focus on the areas that the learner has not mastered. Generalization of skills across situations, materials, people, and time maintenance should be assessed and, if not present, additional training is provided to ensure the occurrence of the behavior in the desired circumstances.
Some research has demonstrated that receiving didactic instruction e. Only after immediate feedback was provided for learners carrying out functional analysis procedures to mastery criterion were students able to perform the traditional FAn conditions e. Iwata et al. Following review of written and video-taped model presentations descriptions of the FAn conditions and passing a knowledge test, students did not correctly perform the FAn steps when presented with simulated clients.
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The next phase entailed the researcher providing feedback with video-taped review of errors and, within min, near perfect accuracy in conducting the procedures involved in the FAn conditions was achieved. The results of Iwata et al.
Generalization to real-life situations and retention measures were needed in this study but other researchers have now examined these areas.
Performance-based training can be used to teach teachers to conduct FAn with children in their classroom. For example, Moore et al. Moore et al.To login with Google, please enable popups. Sign up. To signup with Google, please enable popups.
Chapter 5: Collecting data
A box c. Materials handling d. Which of the following is not a general function of packaging? All of the following are protective functions of packaging except: a. An individual airline b.
The United Nations c. The International Air Transport Association. Which of the following is false? Which of the following is not a type of information that is needed to develop a protective packaging system? Each of the following is a shipping hazard that a package may be exposed to except: a.
French c. British d.To login with Google, please enable popups. Sign up. To signup with Google, please enable popups. Sign up with Google or Facebook. To sign up you must be 13 or older.
There are three primary methods that organizations can pursue when attempting to integrate their supply chains. Which of the following is not one of them?
All of the following are factors that distinguish contemporary third-party logistics from earlier efforts except:. A common cause of 3PL failure is unreasonable and unrealistic expectations. Get started today! Edit a Copy. Study these flashcards. Bjorn u. The supply chain management philosophy emerged in which decade? Although nearly any organization can be part of a supply chain, supply chain management requires: a.Chapter 5 - Separation of Substances.
Why do we need to separate different components of a mixture? Give two examples. We need to separate different components of a mixture to separate the useful components from the non-useful or some harmful components. Winnowing: The process of separating heavier and lighter components of a mixture by wind or by blowing air is called winnowing.
How will you separate husk or dirt particles from a given sample of pulses before cooking? Husk or dirt particles can be separated by winnowing method. It is used to separate the heavier and lighter components of a mixture by wind or by blowing air. In this method, the mixture of husk and seeds of grain are take in plate and are made to fall down from a height up to our shoulders.
As the mixture falls down, lighter husk is taken away by blowing air and the heavier grain seeds fall down to make a heap. Sieving: The process of separating fine particles from the larger particles by using a sieve, is called sieving. This method is used in a flour mill where impurities like husk and stones are removed from wheat before grinding it.
This method is also used at our homes where fine flour particles are separated from bigger impurities by using a sieve. After some time, sand being heavier and insoluble in water, settles down at the bottom of container.
Now, water is poured into another container to separate it from sand. Sand particles being larger in size are retained by the filter paper and get separated from water.Arithmetic Progression - CBSE Class 10 Maths - Chapter 5
Is it possible to separate sugar mixed with wheat flour? If yes, how will you do it? Sugar can be separated from wheat flour by sieving. Sugar particles being larger in size are retained by the sieve whereas wheat flour will pass through it. In this method we use a filter paper which is fixed in funnel. Then the mixture is poured on the filter paper. Mud particles being larger in size will remain on the filter paper whereas clear water will pass through it.
The clear water was then poured off from the top. But here both the components are liquids. But here both sand and sugar are heavy particles.