Tag Archives: Professor

Elizabeth Mathias, Richard Raspa, “Italian Folktales in America: The Verbal Art of an Immigrant Woman”

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Elizabeth Mathias, Richard Raspa, "Italian Folktales in America: The Verbal Art of an Immigrant Woman"
Publisher: Wayne State Univ Pr | 1988 | ISBN: 0814321224 | English | PDF | 348 pages | 27.2 Mb
In 1941, while studying folklore at Wayne University with Professor Emelyn Gardner, Bruna Todesco collected from her mother, Clementina, the twenty-two märchen and legends presented in this book. Bruna, her mother, and her father, John, immigrated to America in 1930 from their native village of Faller in the Veneto region of northern Italy

Elizabeth Mathias, Richard Raspa, “Italian Folktales in America: The Verbal Art of an Immigrant Woman”
Not just made up of the recorded texts, this book is also built on the reminiscences of that storyteller and some of her old neighbors in her birthplace, and is a record by two resourceful fieldworkers of what it takes to study memory culture. The result is a work that greatly enriches our understanding of who told (and tells) märchen to whom, why and how they are told, and, perhaps most important, under what conditions.

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Life on the Family Farm: Under an Open Heaven

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Life on the Family Farm: Under an Open Heaven by Tom Heck
English | 2014 | ASIN: B00QZ1SFOG | 256 pages | EPUB/MOBI | 1 MB

Life on the Family Farm: Under an Open Heaven
"You are the most God-gifted writer I've ever had," Tom's college professor told him. However, Tom quit college; his love of farming drew him back to the farm. Thirty years later, Tom picked up the pen again, drawing readers into farming adventures with him. In these exciting and uplifting true stories, he shares his love of farming, family, and God. His unique writing style brings the reader right alongside him and his family as they work on their northern Wisconsin dairy farm.

Tom's stories have spread like wildfire from his hometown newspaper to papers across America. Readers tell him, "Please don't quit writing." Others ask him, "When are you going to make it a book?" Due to popular demand here it is.

From quotes like "Dad, I really enjoyed fixing that with you" to "She's a dead cow don't call me anymore," these engaging stories will keep you turning the pages to read one story, then another. As you do, you will be blessed as so many others have been.

Come, read, and enjoy our farm life with us.
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Playing with Planets

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Playing with Planets
English | Astrophysics, Astronomy | 31. March 2009 | ISBN-10: 9812793070 | 143 pages | pdf | 3 mb
If you think the future is a mystery, think again. With a solid foothold in realism, an extraordinary insight into scientific and technological developments, and a dry sense of humor, Nobel laureate Professor Gerard T Hooft confidently dissects fact from fiction and shows us what our future might really hold.

Playing with Planets
Professor T Hooft takes the reader firmly by the hand and, within the boundaries of solid physics and proven laws of nature, takes us on a ride into the world of the future, which holds remarkable suprises for us all. 'Do you dream of intergalaxy space travel, time warps, and mini-mes?' – T Hooft asks. 'Then please, get yourself some more science fiction books, for fiction it is. But for those who are interested in the real world, let me tell you what we CAN expect for the future.' We meet robots with a sense of irony, ride elevators into space, and build floating cities; let us just say that "Playing with Planets", which is translated from the original Dutch edition by Professor T Hooft's daughter Saskia, supports the old adage that truth is indeed stranger than fiction.
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Playing with Planets

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Playing with Planets
English | Astrophysics, Astronomy | 31. March 2009 | ISBN-10: 9812793070 | 143 pages | pdf | 3 mb
If you think the future is a mystery, think again. With a solid foothold in realism, an extraordinary insight into scientific and technological developments, and a dry sense of humor, Nobel laureate Professor Gerard T Hooft confidently dissects fact from fiction and shows us what our future might really hold.

Playing with Planets
Professor T Hooft takes the reader firmly by the hand and, within the boundaries of solid physics and proven laws of nature, takes us on a ride into the world of the future, which holds remarkable suprises for us all. 'Do you dream of intergalaxy space travel, time warps, and mini-mes?' – T Hooft asks. 'Then please, get yourself some more science fiction books, for fiction it is. But for those who are interested in the real world, let me tell you what we CAN expect for the future.' We meet robots with a sense of irony, ride elevators into space, and build floating cities; let us just say that "Playing with Planets", which is translated from the original Dutch edition by Professor T Hooft's daughter Saskia, supports the old adage that truth is indeed stranger than fiction.
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Principles of Computer Hardware – 4th Edition

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Principles of Computer Hardware – 4th Edition
Publisher: OUP Oxford; 4 edition (9 Feb. 2006)
Language: English | Format: PDF | ISBN-10: 0199273138 – ISBN-13: 978-0199273133 | 77 MB
Computer technology pervades almost every aspect of our life: from the cars that we drive, to the mobile phones that we use to communicate; from the digital cameras that capture images of the world around us, to the laser printers that turn image into picture. Yet at the heart of these enabling technologies lie fundamental components and systems, without the understanding of which such technologies would never have been developed.

Principles of Computer Hardware – 4th Edition
Principles of Computer Hardware explores the fundamentals of computer structure, architecture, and programming that underpin the array of computerized technologies around which our lives are now built.

The book opens with an introduction to the fundamental concepts upon which computers are constructed – gates, circuits, logic – and computer arithmetic, the 'language' through which computers communicate. It then reveals how computers are structured and how they operate, taking us step-wise from the instruction set architecture, the bringing together of instructions through assembly language programming, and on to the heart of the computer, the central processing unit. The book then builds on these foundations to consider how the hardware interfaces with its surroundings, introducing us to topics such as computer memory; operating systems and the interface between hardware and software; and computer peripherals and computer communications – the interface with the outside world.

Always putting educational value first, Principles of Computer Hardware uses the 68K processor as a powerful teaching and learning tool, putting substance firmly before style. With the clarity of explanation and captivating style for which Alan Clements is renowned, the book draws the student in to the heart of the subject, to foster an in-depth understanding from which more specialised study can then extend.

About the Author

Alan Clements is Motorola Professor in the School of Computing at the University of Teesside, Middlesbrough. In 2002 he was awarded both a National Teaching Fellowship for his contribution to teaching and the IEEE Computer Society's 'Computer Science and Engineering Undergraduate Teaching Award'.

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TTC How We Learn (Audiobook)

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TTC How We Learn (Audiobook)
English | MP3 128 kbps | 24 Lectures | 361 MB
Learning is a lifelong adventure. It starts in your mother's womb, accelerates to high speed in infancy and childhood, and continues through every age, whether you're actively engaged in mastering a new skill, intuitively discovering an unfamiliar place, or just sleeping, which is fundamental to helping you consolidate and hold on to what you've learned. You are truly born to learn around the clock.

TTC How We Learn (Audiobook)
But few of us know how we learn, which is the key to learning and studying more effectively. For example, you may be surprised by the following:

People tend to misjudge what they have learned well, what they don't yet know, and what they do and do not need to practice.
Moments of confusion, frustration, uncertainty, and lack of confidence are part of the process of acquiring new skills and new knowledge.
Humans and animals explore their worlds for the sake of learning, regardless of rewards and punishment connected with success.
You can teach an old dog new tricks. In fact, older learners have the benefit of prior knowledge and critical skills—two advantages in learning.
Shedding light on what's going on when we learn and dispelling common myths about the subject, How We Learn introduces you to this practical and accessible science in 24 half-hour lectures presented by Professor Monisha Pasupathi of the University of Utah, an award-winning psychology teacher and expert on how people of all ages learn.

A Course about You

Customers of The Great Courses are already devoted to lifelong learning and may be surprised at how complicated the process of learning is. We have a single word for it—learn—but it occurs in a fascinating variety of ways, which Professor Pasupathi recounts in detail. She describes a wide range of experiments that may strike a familiar chord as you recognize something about yourself or others:

scripts: We have trouble recalling specific events until we have first learned scripts for those events. Young children are prodigious learners of scripts, but so are first-time parents, college freshmen, foreign travelers, and new employees.
Variable ratio reinforcement: Children whining for candy are usually refused, but the few occasions when parents give in encourage maximal display of the behavior. The same principle is behind the success of slot machines and other unpredictable rewards.
Storytelling: Telling stories is fundamentally an act of learning about ourselves. The way we recount experiences, usually shortly after the event, has lasting effects on the way we remember those experiences and what we learn from them.
Sleeper effect: Have you ever heard something from an unreliable source and later found yourself believing it? Over time, we tend to remember information but forget the source. Paradoxically, this effect is stronger when the source is less credible.
Dr. Pasupathi's many examples cover the modern history of research on learning—from behaviorist theory in the early 20th century to the most recent debates about whether IQ can be separated from achievement, or whether a spectrum of different learning styles and multiple intelligences really exist.

What You Will Learn

You start by examining 10 myths about learning. These can get in the way of making the fullest use of the extraordinary capacity for learning and include widespread beliefs, such as that college-educated people already know how to maximize learning or that a person must be interested in a subject in order to learn it.

Professor Pasupathi then covers mistaken theories of learning, such as that lab animals and humans learn in the same way or that the brain is a tabula rasa, a blank slate that can absorb information without preparation. Babies might seem to be a counterexample, showing that you can learn from scratch. However, you examine what newborns must know at birth in order for them to learn so much, so quickly.

Next you explore in depth how humans master different tasks, from learning a native language or a second language, to becoming adept at a sport or a musical instrument, to learning a new city or a problem-solving strategy, to grasping the distinctive style of thinking required in mathematics and science. Then you look inside the learning process itself, where many factors come into play, including what is being learned and the context, along with the emotions, motivations, and goals of the learner. You close by considering individual differences. Some people seem to learn without effort. How do they do it?

Tips on Learning

Along the way, Professor Pasupathi offers frequent advice on how to excel in many different learning situations:

Mastering material: Testing yourself is a very effective strategy for mastering difficult material. Try taking a blank sheet of paper and writing down everything you can recall about the subject. Then go back and review the material. Next, try another blank sheet of paper.
Second-language learning: Becoming fluent in a second language in adulthood is difficult because your brain is tuned to your native language and misses important clues in the new language. To overcome this obstacle, immerse yourself among native speakers of the new language.
Motivating a child: When trying to motivate a schoolchild to learn, avoid controlling language, create opportunities to give the child a sense of choice, and be careful about excessive praise and other forms of rewards, which can actually undermine learning.
Maintaining a learning edge: Middle-aged and older adults can preserve their learning aptitude by exercising to maintain cardiovascular health, staying mentally active, and periodically trying a new challenge, such as learning to draw or studying new dance steps.
Adventures in Learning

Winner of prestigious teaching awards from her university's chapter of Psi Chi, the National Honor Society in Psychology, Dr. Pasupathi brings today's exciting field of learning research alive. Her descriptions of ongoing work in her field, in which she is a prominent participant, are vivid and insightful, allowing you to put yourself into a given experiment and ask, "How would I react under these circumstances? What does this tell me about my own approach to learning?"

By the time How We Learn ends, you will appreciate the incredible breadth of what we learn in our lifetimes, understand the commonality and diversity of human learning experiences, and come away with strategies for enhancing your own adventures in learning.

"Learning is a human birthright," says Professor Pasupathi. "Everything about us is built for lifelong learning—from our unusually long childhood and our large prefrontal cortex to our interest in novelty and challenge." And she finds reason for optimism about the future of humanity due to our almost miraculous capacity to learn.

About Your Professor

Dr. Monisha Pasupathi is Associate Professor of Psychology at the University of Utah. She holds a Ph.D. in Psychology from Stanford University. She joined the faculty at Utah in 1999 after completing a postdoctoral fellowship at the Max Planck Institute for Human Development in Germany.

Professor Pasupathi has been honored multiple times for her teaching. She was named Best Psychology Professor by her university's chapter of Psi Chi, the National Honor Society in Psychology. Psi Chi also awarded her the Outstanding Educator Award and Favorite Professor Award.

Professor Pasupathi's research focuses on how people of all ages learn from their experiences, particularly through storytelling. She is coeditor of Narrative Development in Adolescence: Creating the Storied Self, and her work has been published widely in scholarly journals.

Directory of TTC Teaching Company – How We Learn 2012

01 Myths about Learning.mp3
02 Why No Single Learning Theory Works.mp3
03 Learning as Information Processing.mp3
04 Creating Representations.mp3
05 Categories, Rules, and scripts.mp3
06 What Babies Know.mp3
07 Learning Your Native Tongue.mp3
08 Learning a Second Language.mp3
09 Learning How to Move.mp3
10 Learning Our Way Around.mp3
11 Learning to Tell Stories.mp3
12 Learning Approaches in Math and Science.mp3
13 Learning as Theory Testing.mp3
14 Integrating Different Domains of Learning.mp3
15 Cognitive Constraints on Learning.mp3
16 Choosing Learning Strategies.mp3
17 Source Knowledge and Learning.mp3
18 The Role of Emotion in Learning.mp3
19 Cultivating a Desire to Learn.mp3
20 Intelligence and Learning.mp3
21 Are Learning Styles Real.mp3
22 Different People, Different Interests.mp3
23 Learning across the Lifespan.mp3
24 Making the Most of How We Learn.mp3
How We Learn.txt

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King, Priest, and Prophet: A Trinitarian Theology of Atonement

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Robert J. Sherman, "King, Priest, and Prophet: A Trinitarian Theology of Atonement"
English | ISBN: 0567025608 | 2004 | 304 pages | PDF | 43 MB

King, Priest, and Prophet: A Trinitarian Theology of Atonement
The doctrines of the atonement and the Trinity are central not only to the Christian faith but also to Christian systematic theology. Over the last decade or so, one or another theological interpretation of either of these doctrines has assumed pride of place among theologians. Before Robert Sherman, though, no theologian has ever dared to read the atonement in light of the Trinity. Most of the time atonement theories simply focus on the redeeming work of Jesus Christ, without any reference to Christ's relationship to the Father and the Spirit of the Trinity.

But, as Sherman argues, Christ's atoning work is diverse and cannot be limited to one who ransoms our sins or to one who has victory over our sins (although in Sherman's view Christ's atoning work includes these tasks and more). He offers here a constructive theological proposal that connects Trinity with the rubrics of prophet, priest, and king to help explain Christ's atoning work. One can understand adequately neither Christ's multifaceted reconciliation of a complex humanity to God nor that reconciliations fundamental unity as God's gracious act apart form the Trinity. Without this framework, one will likely stress one person of the Trinity, one aspect of God's reconciling work, and/or one understanding of the human predicament to the exclusion of others and the detriment of theology, both systematic and pastoral. Sherman's constructive theological proposal suggests that we should recognize a certain correspondence and mutual support between the three persons of the Trinity, the three offices of Christ (king, prophet, priest), and the three commonly recognized models of his atoning work (Christus victor, vicarious sacrifice, moral exemplar). Sherman's book offers a well-nuanced and well-grounded constructive theology of Trinitarian atonement and is a significant addition to the Theology for the Twenty-First Century Series.

Robert J. Sherman is Professor of Christian Theology at Bangor Theological Seminary in Maine. His work has appeared in such publications as the Scottish Journal of Theology, the International Journal of Systematic Theology, and The Journal of Religion.
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Discipline Of Architecture

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Discipline Of Architecture by Andrzej Piotrowski
English | 2000 | ISBN: 0816636648 | 344 Pages | PDF | 3 MB
Architecture A polemical look at how architectural knowledge is produced, disseminated, and received.

Discipline Of Architecture
In the vast literature on architectural theory and practice, the ways in which architectural knowledge is actually taught, debated, and understood are too often ignored. The essays collected in this groundbreaking volume address the current state of architecture as an academic and professional discipline. The issues considered range from the form and content of architectural education to the architect's social and environmental obligations and the emergence of a new generation of architects. Often critical of the current paradigm, these essays offer a provocative challenge to accepted assumptions about the production, dissemination, and reception of architectural knowledge. Contributors: Sherry Ahrentzen, U of Wisconsin-Milwaukee; Stanford Anderson, MIT; Carol Burns, Harvard U; Russell Ellis, UC Berkeley; Thomas Fisher, U of Minnesota; Linda Groat, U of Michigan; Kay Bea Jones, Ohio State U; David Leatherbarrow, U of Pennsylvania; A. G. Krishna Menon, TVB School of Habitat Studies, India; Garth Rockcastle, U of Minnesota; Michael Stanton, American U, Beirut; Sharon E. Sutton, U of Washington; David J. T. Vanderburgh, Universit Catholique de Louvain, Belgium; and Donald Watson, Rensselaer Polytechnic Institute. Andrzej Piotrowski is associate professor of architecture and Julia Williams Robinson is professor of architecture, both at the University of Minnesota. Translation Inquiries: University of Minnesota Press.
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Managing Supply Chain Risk

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Managing Supply Chain Risk (International Series in Operations Research & Management Science) by ManMohan S. Sodhi and Christopher S. Tang
English | ISBN: 1461432375 | 2012 | 351 pages | PDF | 5,3 MB

Managing Supply Chain Risk
"Supply Chain Risk Management is an issue that many companies face and yet few companies know how to deal with it in a systematic and pragmatic manner. While avoiding and reducing supply chain risks are certainly preferable, developing ways to restore and stabilize supply chain operations rapidly after a major disruption is critical for managing global supply chains. Sodhi and Tang present important concepts, frameworks, strategies, and analyses that are essential for managing supply chain risks. Not only does this book suggest some practical ways to work with different partners to manage the risks that are present in a global supply chain, it creates a framework that would enable practitioners to engage researchers to work on this important area." -Thomas A. Debrowski, Executive Vice President, Worldwide Operations, Mattel, Inc. "When a firm outsources its operations to external suppliers, the firm is vulnerable to major and rare disruptions that can occur at any link in the global supply chain. Because these disruptions rarely occur, few firms take commensurable actions to identify, assess, mitigate and respond to various types of supply chain risks. By introducing frameworks and concepts along with several case studies and a review of academic literature, Sodhi and Tang treat this important subject with practical relevance and academic rigor. This book will bring practitioners and researchers to develop effective and efficient ways to manage supply chain risks." -Marshall L. Fisher, UPS Professor, Professor of Operations and Information Management and Co-Director of Fishman-Davidson Center for Service and Operations Management, The Wharton School, University of Pennsylvania "This book ties observations in practice to methodologies and research. The rich case examples motivated the approaches and methodologies used to mitigate risks, and in the course of doing so, Sodhi and Tang provided insights on existing and new research opportunities. As a result, this book is highly relevant to both practitioners and academics. Also, the book is also written with management lessons on how risks can be mitigated, and how risks can be contained once disruptions have occurred. As such, it is also a book for management to gain insights and to develop management skills." -Hau L. Lee, Thoma Professor of Operations, Information and Technology and Director of the Stanford Global Supply Chain Management Forum, Graduate School of Business, Stanford University "As companies have extended their supply chains globally and as the face increasing resource issues, they face a number of new risk challenges. While there are various case studies written about supply chain risks, this book gives a comprehensive treatment of the subject with clarity. The concepts and frameworks developed by Sodhi and Tang in this book would create awareness of this important and yet not well understood subject, and strategies described in this book would stimulate practitioners to develop a holistic approach for identifying, assessing, mitigating, and responding to different types of supply chain risks." -Nick Wildgoose, Global Supply Chain Proposition Manager, Zurich Insurance
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