Англійська мова для навчання і работи. Навчальний посібник з англійської мови за професійним спрямуванням для студентів і фахівців галузі знань 0503 Розробка корисних копалин Т 1

A coursebook includes all the activities of students’ work at ESP course aimed at development of language behaviour necessary for effective communication of students in their study and specialism areas. The tasks and activities given in the coursebook are typicalfor students’ academic and professional domains and situations. The content is organized in modules that covers generic job-related language skills of engineers. The authentic texts taken from real life contain interesting up-to-date information about mining, peculiarities of study abroad, customs and traditions of English-speaking countries. Pack of self-study resources given in Part II contains Glossary of mining terms, tasks and activities aimed at developing a range of vocabulary necessary for mining, different functions and functional exponents to be used in academic and professional environment as well as tasks developing self-awareness, self-assessment and self-organisation skills. Testing points for different grammar structuresare given in Part III. Indices at the end of each part easify the use of the coursebook. The coursebook contains illustrations, various samples of visualizing technical information. The coursebook is designed for ESP students of non-linguistic universities. It can be used as teaching/learning materials for ESP Courses for Mining Engineers as well as for self-study of subject and specialist teachers, practicing mining engineers and researchers in Engineering.У посібнику представлені всі види діяльності студентів з вивчення англійської мови, спрямовані на розвиток мовної поведінки, необхідної для ефективного спілкування в академічному та професійному середовищах. Навчальний посібник містить завдання і вправи, типові для різноманітних академічних та професійних сфер і ситуацій. Структура організації змісту– модульна і охоплює загальні мовленнєві вміння інженерів. Зразки текстів– автентичні, взяті з реального життя, містять цікаву та актуальну інформацію про видобувничу промисловість, особливості навчання за кордоном, традиції та звичаї країн, мова яких вивчається. Ресурси для самостійної роботи(Том ІІ) містять глосарій термінів, завдання та вправи для розвитку словарного запасу та розширення діапазону функціональних зразків, необхідних для виконання певних функцій, та завдання, які спрямовані на розвиток навичок самооцінювання і організації свого навчання. Граматичні явища і вправи для їх засвоєння наводяться в томі ІІІ. Наприкінці кожної частини наведено алфавітно-предметні покажчики. Багато ілюстрацій та різних візуальних засобів подання інформації. Навчальний посібник призначений для студентів технічних університетів гірничого профілю. Може використовуватися для самостійного вивчення англійської мови викладачами, фахівцями і науковцями різних інженерних галузей

JaxoDraw: A graphical user interface for drawing Feynman diagrams

JaxoDraw is a Feynman graph plotting tool written in Java. It has a complete graphical user interface that allows all actions to be carried out via mouse click-and-drag operations in a WYSIWYG fashion. Graphs may be exported to postscript/EPS format and can be saved in XML files to be used in later sessions. One of the main features of JaxoDraw is the possibility to produce LaTeX code that may be used to generate graphics output, thus combining the powers of TeX/LaTeX with those of a modern day drawing program. With JaxoDraw it becomes possible to draw even complicated Feynman diagrams with just a few mouse clicks, without the knowledge of any programming language.Comment: 15 pages, no figures; typos corrected; visit the JaxoDraw home page at http://altair.ific.uv.es/~JaxoDraw/home.htm

Conversations Around the Literacy Hour in a Multilingual London Primary School

This study was conducted against the background of a British government initiative: The National Literacy Strategy, which prescribes a daily hour of formal literacy instruction for primary aged children, known as the Literacy Hour. The paper describes the developing understanding and experience of literacy of four bilingual Year Five children, studying in a multilingual London school. I recorded and analysed conversations about literacy and the Literacy Hour with the children - two boys and two girls - for one hour a week over one school year. My focus was on the impact of the Literacy Hour on the children’s understanding of literacy as revealed through their personal talk about text. I divide the conversational data into four sets, moving from relatively structured, 'on task' talk, closely aligned to the Literacy Hour, to talk which embraces more widely the children’s cultural and linguistic experiences, resources and attitudes. I conclude that the Literacy Hour plays a relatively small part among the rich literacy resources, crossing both home and school boundaries, which the children make use of in everyday life

Report Writing (or a few useful things about writing)

Lecture Slides on the topic of report writing which incorporate a few in class activities. These slides deal with IEEE format referencing.Also briefly discusses academic integrity

INTRODUCING MICROSOFT SILVERLIGHT

Despite all the wonderful things you can say about HTML, CSS, and JavaScript, they form a pretty poor environment for developing modern sites and applications. If you care about your content working on most web browsers (or even just Internet Explorer and Firefox), accommodating their differences can be maddening. Many techniques and JavaScript libraries have been developed and shared over the years that can reduce this frustration, but none of them are silver bullets. In addition to browser differences, the graphical capabilities of HTML are too limiting for many user experiences that people want to create. Drawing a simple line, incorporating video, and a number of other things are extremely difficult or impossible with HTML alone. It’s not that these technologies were poorly designed, but simply that they were designed for hyperlinked documents rather than the extremely rich presentations that most people want to create on the Web these days.Silverlight, Microsoft

Self-knowledge in Kierkegaard

This document is a draft of a chapter that has been published by Oxford University Press in Ursula Renz, ed., Self-Knowledge: a history, (Oxford: Oxford University Press, 2017), ISBN 9780190226428, eISBN 9780190630553.Throughout his authorship, Kierkegaard shows an intense fascination with Socrates and Socratic self-knowledge. This chapter traces, in roughly chronological order: (1) the young Kierkegaard’s autobiographical reflections on self-knowledge, when first coming to understand his task as an author; (2) Socrates as a negative figure in The Concept of Irony - where self-knowledge is understood in terms of separation from others and the surrounding society - and the contrast with the Concluding Unscientific Postscript’s treatment of Socrates as an exemplary “subjective thinker”; (3) in Either/Or, the connection between self-knowledge and self-transparency, and the link between self-knowledge and “choosing oneself”, understood as willing receptivity; (4) in writings such as The Concept of Anxiety and The Sickness Unto Death, the importance of sin and our utter dependence upon God for the question of whether self-knowledge is ever really possible; and (5) in Judge for Yourself! and related journal entries, a more precise specification of what Christian self-knowledge might amount to. I aim to show that, in his account of self-knowledge as much as elsewhere, treatments of Kierkegaard as a proto-existentialist risk misleadingly downplaying the deeply and explicitly Christian nature of his thought.Peer reviewedSubmitted Versio

Education innovation through material innovation in primary education : the grow-it-yourself workshop

In recent years more STEM (Science, Technology, Engineering and Mathematics) topics have been incorporated in mainstream public education. Although the benefits of STEM instruction are broadly recognised in secondary school curricula, STEM topics in primary education are rather limited, leaving a gap in manipulative skills building and in preparation processes for the next school level. This paper reflects on the outcomes of a design workshop attended by 12 primary school students (9 to 12 years old) in Belgium. Mycelium, a fungi-based natural material now used in innovative sustainable applications, served as a means to introduce early learners engineering basics through self-made learning tools. Students grew their own 3-D structures to build a 'Grow-It-Yourself biodegradable playground using mycelium as a primary source. The paper stems from an in-progress research that investigates the opportunities of how mycelium as a material innovation can be used as a medium to create innovation in primary education through a learning-by-design approach. Reflections on the workshop's instructional guidelines are included along with an extension of the call for support for primary school teachers delivering STEM topics in their classes