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16.120 Compressible Flow (MIT) 16.120 Compressible Flow (MIT)

Description

The course begins with the basics of compressible fluid dynamics, including governing equations, thermodynamic context and characteristic parameters. The next large block of lectures covers quasi-one-dimensional flow, followed by a discussion of disturbances and unsteady flows. The second half of the course comprises gas dynamic discontinuities, including shock waves and detonations, and concludes with another large block dealing with two-dimensional flows, both linear and non-linear. The course begins with the basics of compressible fluid dynamics, including governing equations, thermodynamic context and characteristic parameters. The next large block of lectures covers quasi-one-dimensional flow, followed by a discussion of disturbances and unsteady flows. The second half of the course comprises gas dynamic discontinuities, including shock waves and detonations, and concludes with another large block dealing with two-dimensional flows, both linear and non-linear.

Subjects

compressible fluid dynamics | compressible fluid dynamics | fluid dynamics | fluid dynamics | external flows | external flows | internal flows | internal flows | quasi-on-dimensional | quasi-on-dimensional | quasi-1D | quasi-1D | channel flow | channel flow | multi-dimensional flows | multi-dimensional flows | nozzles | nozzles | diffusers | diffusers | inlets | inlets | loss generation | loss generation | interactions | interactions | aerodynamic shapes | aerodynamic shapes | subsonic | subsonic | supersonic | supersonic | transonic | transonic | hypersonic | hypersonic | shock waves | shock waves | vortices | vortices | disturbance behavior | disturbance behavior | unsteady | unsteady | speed of sound | speed of sound | isentropic flows | isentropic flows | non-isentropic flows | non-isentropic flows | potential flows | potential flows | rotational flows | rotational flows | shaft work | shaft work | heat addition | heat addition | mass addition | mass addition | flow states | flow states | flow regime | flow regime | velocity non-uniformities | velocity non-uniformities | density non-uniformities | density non-uniformities | fluid system components | fluid system components | lift | lift | drag | drag | continuum flow | continuum flow | shock strength | shock strength | characteristics | characteristics | governing equations | governing equations | thermodynamic context | thermodynamic context | characteristic parameters | characteristic parameters | quasi-one-dimensional flow | quasi-one-dimensional flow | disturbances | disturbances | unsteady flow | unsteady flow | gas dynamic discontinuities | gas dynamic discontinuities | detonations | detonations | linear two-dimensional flows | linear two-dimensional flows | non-linear two-dimensional flows | non-linear two-dimensional flows

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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ESD.801 Leadership Development (MIT) ESD.801 Leadership Development (MIT)

Description

Students work in a seminar environment to enhance their leadership capabilities. An initial Leadership Laboratory Outward Bound experience builds trust, teamwork and communications. Readings and assignments emphasize the characteristics of effective leadership. Distinguished leaders participate in the "Leadership Lunch" story-telling series to share their experiences and to provide recommendations. Discussions help explore and further probe leadership development. The learning experience culminates in a personal leadership plan. Students work in a seminar environment to enhance their leadership capabilities. An initial Leadership Laboratory Outward Bound experience builds trust, teamwork and communications. Readings and assignments emphasize the characteristics of effective leadership. Distinguished leaders participate in the "Leadership Lunch" story-telling series to share their experiences and to provide recommendations. Discussions help explore and further probe leadership development. The learning experience culminates in a personal leadership plan.

Subjects

leadership | leadership | science policy | science policy | technology policy | technology policy | personal development | personal development | science education | science education | communication | communication | visioning | visioning | organizational management | organizational management | elevator speech | elevator speech | DISC personal assessment | DISC personal assessment | behavior assessment | behavior assessment

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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21H.560 Smashing the Iron Rice Bowl: Chinese East Asia (MIT) 21H.560 Smashing the Iron Rice Bowl: Chinese East Asia (MIT)

Description

This subject examines the experiences of ordinary Chinese people as they lived through the tumultuous changes of the nineteenth and twentieth centuries. We look at personal narratives, primary sources, films alongside a textbook to think about how individual and family lives connect with the broader processes of change in modern China. In the readings and discussions, you should focus on how major political events have an impact on the characters' daily lives, and how the decisions they make cause large-scale social transformation. This subject examines the experiences of ordinary Chinese people as they lived through the tumultuous changes of the nineteenth and twentieth centuries. We look at personal narratives, primary sources, films alongside a textbook to think about how individual and family lives connect with the broader processes of change in modern China. In the readings and discussions, you should focus on how major political events have an impact on the characters' daily lives, and how the decisions they make cause large-scale social transformation.

Subjects

China; rice; bowl; Chinese; East Asia; ordinary people; nineteenth century; twentieth century; personal narratives; primary sources; films; textbook; individual; family; lives; change; modern; readings; discussions; political events; daily; decisions; large-scale; social; transformation. | China; rice; bowl; Chinese; East Asia; ordinary people; nineteenth century; twentieth century; personal narratives; primary sources; films; textbook; individual; family; lives; change; modern; readings; discussions; political events; daily; decisions; large-scale; social; transformation. | China | China | rice | rice | bowl | bowl | Chinese | Chinese | East Asia | East Asia | ordinary people | ordinary people | nineteenth century | nineteenth century | twentieth century | twentieth century | personal narratives | personal narratives | primary sources | primary sources | films | films | textbook | textbook | individual | individual | family | family | lives | lives | change | change | modern | modern | readings | readings | discussions | discussions | political events | political events | daily | daily | decisions | decisions | large-scale | large-scale | social | social | transformation | transformation | 21F.191 | 21F.191 | 21F.991 | 21F.991

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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9.70 Social Psychology (MIT) 9.70 Social Psychology (MIT)

Description

This course examines interpersonal and group dynamics, considers how the thoughts, feelings, and actions of individuals are influenced by (and influence) the beliefs, values, and practices of large and small groups. Learning occurs through a combination of lectures, demonstrations and in-class activities complemented by participation in small study groups and completion of homework assignments. This course examines interpersonal and group dynamics, considers how the thoughts, feelings, and actions of individuals are influenced by (and influence) the beliefs, values, and practices of large and small groups. Learning occurs through a combination of lectures, demonstrations and in-class activities complemented by participation in small study groups and completion of homework assignments.

Subjects

group dynamics | group dynamics | thoughts | thoughts | feelings | feelings | actions | actions | influence | influence | beliefs | beliefs | values | values | practices | practices | groups | groups | psychology | psychology | social psychology | social psychology | ethics | ethics | self-esteem | self-esteem | aggression | aggression | social behavior | social behavior | cognition | cognition | attention | attention | emotion | emotion | motivation | motivation | personality behavior | personality behavior | interpersonal relationships | interpersonal relationships | human activity | human activity | physiological | physiological | neurological | neurological

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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21W.731-3 Culture Shock! (MIT) 21W.731-3 Culture Shock! (MIT)

Description

This course is an introduction to writing prose for a public audience--specifically, prose grounded in, but not confined to, personal narrative. That is, you will write essays that engage elements and aspects of contemporary American popular culture and that do so via a vivid personal voice and presence. In the coming weeks we will read a number of articles that address current issues in popular culture along with essays, pieces of carefully-crafted nonfiction, by writers, scientists, philosophers, poets, historians, literary scholars, and many others. These essays will address a great many subjects from the contemporary world, using personal narrative and memoir to launch and elaborate an argument or position or refined observation. And you yourselves will write a great deal in the variet This course is an introduction to writing prose for a public audience--specifically, prose grounded in, but not confined to, personal narrative. That is, you will write essays that engage elements and aspects of contemporary American popular culture and that do so via a vivid personal voice and presence. In the coming weeks we will read a number of articles that address current issues in popular culture along with essays, pieces of carefully-crafted nonfiction, by writers, scientists, philosophers, poets, historians, literary scholars, and many others. These essays will address a great many subjects from the contemporary world, using personal narrative and memoir to launch and elaborate an argument or position or refined observation. And you yourselves will write a great deal in the variet

Subjects

personal narrative | personal narrative | public audience | public audience | American popular culture | American popular culture | personal voice | personal voice | nonfiction | nonfiction | memoir | memoir | essay | essay

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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Behavioral Genetics (MIT) Behavioral Genetics (MIT)

Description

How genetics can add to our understanding of cognition, language, emotion, personality, and behavior. Use of gene mapping to estimate risk factors for psychological disorders and variation in behavioral and personality traits. Mendelian genetics, genetic mapping techniques, and statistical analysis of large populations and their application to particular studies in behavioral genetics. Topics also include environmental influence on genetic programs, evolutionary genetics, and the larger scientific, social, ethical, and philosophical implications. How genetics can add to our understanding of cognition, language, emotion, personality, and behavior. Use of gene mapping to estimate risk factors for psychological disorders and variation in behavioral and personality traits. Mendelian genetics, genetic mapping techniques, and statistical analysis of large populations and their application to particular studies in behavioral genetics. Topics also include environmental influence on genetic programs, evolutionary genetics, and the larger scientific, social, ethical, and philosophical implications.

Subjects

cognition | cognition | language | language | emotion | emotion | personality | personality | behavior | behavior | gene mapping | gene mapping | personality traits | personality traits | Mendelian genetics | Mendelian genetics | genetic mapping techniques | genetic mapping techniques | statistical analysis | statistical analysis | environmental | environmental | genetic programs | genetic programs | evolutionary genetics | evolutionary genetics | social | social | ethical | ethical | 9.19 | 9.19 | 7.66 | 7.66

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see https://ocw.mit.edu/terms/index.htm

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Behavioral Genetics (MIT) Behavioral Genetics (MIT)

Description

How genetics can add to our understanding of cognition, language, emotion, personality, and behavior. Use of gene mapping to estimate risk factors for psychological disorders and variation in behavioral and personality traits. Mendelian genetics, genetic mapping techniques, and statistical analysis of large populations and their application to particular studies in behavioral genetics. Topics also include environmental influence on genetic programs, evolutionary genetics, and the larger scientific, social, ethical, and philosophical implications. How genetics can add to our understanding of cognition, language, emotion, personality, and behavior. Use of gene mapping to estimate risk factors for psychological disorders and variation in behavioral and personality traits. Mendelian genetics, genetic mapping techniques, and statistical analysis of large populations and their application to particular studies in behavioral genetics. Topics also include environmental influence on genetic programs, evolutionary genetics, and the larger scientific, social, ethical, and philosophical implications.

Subjects

cognition | cognition | language | language | emotion | emotion | personality | personality | behavior | behavior | gene mapping | gene mapping | personality traits | personality traits | Mendelian genetics | Mendelian genetics | genetic mapping techniques | genetic mapping techniques | statistical analysis | statistical analysis | environmental | environmental | genetic programs | genetic programs | evolutionary genetics | evolutionary genetics | social | social | ethical | ethical | 9.19 | 9.19 | 7.66 | 7.66

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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韆 Inform醫ica 韆 Inform醫ica

Description

Desarrollar programas de forma disciplinada Conocer las competencias de un ingeniero de software. Aprender a gestionar el tiempo que dedic醝s a desarrollar. Aprender a planificar una tarea de desarrollo software. Aprender a gestionar compromisos. Aprender a crear un plan de desarrollo software Aprender a manejar herramientas que os permitan gestionar un plan de desarrollo software. Desarrollar programas de forma disciplinada Conocer las competencias de un ingeniero de software. Aprender a gestionar el tiempo que dedic醝s a desarrollar. Aprender a planificar una tarea de desarrollo software. Aprender a gestionar compromisos. Aprender a crear un plan de desarrollo software Aprender a manejar herramientas que os permitan gestionar un plan de desarrollo software.

Subjects

Proceso de Software personal | Proceso de Software personal | 韆 del Software | 韆 del Software | 髇 del producto | 髇 del producto | | | 髇 de esfuerzo | 髇 de esfuerzo | PROBE | PROBE | 髇 de tama駉 | 髇 de tama駉 | 韆 en Inform醫ica | 韆 en Inform醫ica | 髇 del tiempo | 髇 del tiempo | 髇 de compromisos | 髇 de compromisos | Ciencia de la Computacion e Inteligencia Artificial | Ciencia de la Computacion e Inteligencia Artificial | Procesos personales | Procesos personales | 2012 | 2012

License

Copyright 2015, UC3M http://creativecommons.org/licenses/by-nc-sa/4.0/

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Supersonic Transport Model Miniature Supersonic Transport Model Miniature

Description

Subjects

langley | langley | supersonictransport | supersonictransport | supersonictunnel | supersonictunnel

License

No known copyright restrictions

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9.70 Social Psychology (MIT) 9.70 Social Psychology (MIT)

Description

Our conjoint participation in the 9.70 learning system places us in a consensually-shared social situation. (All of the foregoing words are important. Do you understand their meaning in this context?) We will endeavor to organize ourselves into a community of discourse that approximates (albeit in an altogether partial way) a meaningful, real-world research enterprise: Like all scientific communities, we will work with limited resources. Unlike "real" scientific communities, ours will operate under the constraint of predetermined project duration and contractually agreed-upon limits in the amount of time and effort to be contributed to it by the individual participants. Toward this end, we randomly divide the membership of the class – at the outset — into subsystems – s Our conjoint participation in the 9.70 learning system places us in a consensually-shared social situation. (All of the foregoing words are important. Do you understand their meaning in this context?) We will endeavor to organize ourselves into a community of discourse that approximates (albeit in an altogether partial way) a meaningful, real-world research enterprise: Like all scientific communities, we will work with limited resources. Unlike "real" scientific communities, ours will operate under the constraint of predetermined project duration and contractually agreed-upon limits in the amount of time and effort to be contributed to it by the individual participants. Toward this end, we randomly divide the membership of the class – at the outset — into subsystems – s

Subjects

group dynamics | group dynamics | thoughts | thoughts | feelings | feelings | actions | actions | influence | influence | beliefs | beliefs | values | values | practices | practices | groups | groups | Psychology | Psychology | social psychology | social psychology | ethics | ethics | self-esteem | self-esteem | aggression | aggression | complex social creatures | complex social creatures | mental functions | mental functions | behavior | behavior | symbolic interpretation | symbolic interpretation | critical analysis | critical analysis | social sciences | social sciences | sociology | sociology | perception | perception | cognition | cognition | attention | attention | emotion | emotion | motivation | motivation | personality behavior | personality behavior | interpersonal relationships | interpersonal relationships | human activity | human activity | physiological | physiological | neurological | neurological | human development | human development | natural sciences | natural sciences | humanities | humanities | psychologist. | psychologist.

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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21W.731-1 Writing and Experience: Culture Shock! Writing, Editing, and Publishing in Cyberspace (MIT) 21W.731-1 Writing and Experience: Culture Shock! Writing, Editing, and Publishing in Cyberspace (MIT)

Description

This course is an introduction to writing prose for a public audience - specifically, prose grounded in, though not confined to, personal narrative and perspective. The focus of our reading and your writing will be American popular culture, broadly defined. That is, you will write essays that engage elements and aspects of contemporary American popular culture and that do so via a vivid personal voice and presence. This course is an introduction to writing prose for a public audience - specifically, prose grounded in, though not confined to, personal narrative and perspective. The focus of our reading and your writing will be American popular culture, broadly defined. That is, you will write essays that engage elements and aspects of contemporary American popular culture and that do so via a vivid personal voice and presence.

Subjects

public audience | public audience | personal narrative | personal narrative | perspective | perspective | American popular culture | American popular culture | personal voice | personal voice | presence | presence | contemporary America | contemporary America | online magazine | online magazine | memoir | memoir | essay | essay

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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髇 de referencias bibliogr醘icas con Zotero y otras aplicaciones de software libre (2009) 髇 de referencias bibliogr醘icas con Zotero y otras aplicaciones de software libre (2009)

Description

Zotero es un complemento de Firefox, pensado para estudiantes e investigadores, que funciona como un gestor bibliogr醘ico y marcador de p醙inas web. Es gratuito, de c骴igo abierto, se implementa continuamente, dispone de varias versiones idiom醫icas y permite elaborar tanto bibliograf韆s en los principales estilos de descripci髇 bibliogr醘ica como insertar citas desde un procesador de textos (Word o Open Office) de las referencias almacenadas en la aplicaci髇. Zotero es un complemento de Firefox, pensado para estudiantes e investigadores, que funciona como un gestor bibliogr醘ico y marcador de p醙inas web. Es gratuito, de c骴igo abierto, se implementa continuamente, dispone de varias versiones idiom醫icas y permite elaborar tanto bibliograf韆s en los principales estilos de descripci髇 bibliogr醘ica como insertar citas desde un procesador de textos (Word o Open Office) de las referencias almacenadas en la aplicaci髇.

Subjects

| | 韆s personales | 韆s personales | 韆 y Documentaci髇 | 韆 y Documentaci髇 | 髇 de informaci髇 personal | 髇 de informaci髇 personal | software libre | software libre | 醘icos | 醘icos | Zotero | Zotero

License

http://creativecommons.org/licenses/by-nc-sa/3.0/

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Christabel Pankhurst, Flora Drummond and Emmeline Pankhurst in court, 1908.

Description

7JCC/O/02/060 Photograph, printed, paper, monochrome, Christabel Pankhurst, Flora Drummond and Emmeline Pankhurst seated in the dock in a crowded courtroom; manuscript inscriptions on reverse '1908 Bow St. For asking people to rush the House of Commons. Christabel and Mrs Pankhurst, centre Mrs Drummond. During the trial for Sedition in Bow Street. Conspiracy Trial Oct 1908'

Subjects

thewomenslibrary | women | suffrage | politics | christabelpankhurst | floradrummond | emmelinepankhurst | dock | court | trial | bowstreet | houseofcommons | conspiracy | sedition | hires | person:name=christabelpankhurst | person:name=floradrummond | person:name=emmelinepankhurst

License

No known copyright restrictions

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Understanding the Role of the Personal Assistant (M-Learning)

Description

This short course covers the key points from the full e-learning course about the role of the Personal Assistant - how the recruitment and employment process works and the funding options available to people with learning disabilities. It can be used on most browser-enabled mobile devices.

Subjects

care | direct payment | disability | individual budget | personal budget | personal assistant | personalisation | self-directed support | support | HEALTH CARE / MEDICINE / HEALTH and SAFETY | P

License

Attribution-Noncommercial-No Derivative Works 2.0 UK: England & Wales Attribution-Noncommercial-No Derivative Works 2.0 UK: England & Wales http://creativecommons.org/licenses/by-nc-nd/2.0/uk/ http://creativecommons.org/licenses/by-nc-nd/2.0/uk/

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LDSD LDSD

Description

Subjects

ldsd | ldsd | lowdensitysupersonicdecelerator | lowdensitysupersonicdecelerator

License

No known copyright restrictions

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16.120 Compressible Flow (MIT)

Description

The course begins with the basics of compressible fluid dynamics, including governing equations, thermodynamic context and characteristic parameters. The next large block of lectures covers quasi-one-dimensional flow, followed by a discussion of disturbances and unsteady flows. The second half of the course comprises gas dynamic discontinuities, including shock waves and detonations, and concludes with another large block dealing with two-dimensional flows, both linear and non-linear.

Subjects

compressible fluid dynamics | fluid dynamics | external flows | internal flows | quasi-on-dimensional | quasi-1D | channel flow | multi-dimensional flows | nozzles | diffusers | inlets | loss generation | interactions | aerodynamic shapes | subsonic | supersonic | transonic | hypersonic | shock waves | vortices | disturbance behavior | unsteady | speed of sound | isentropic flows | non-isentropic flows | potential flows | rotational flows | shaft work | heat addition | mass addition | flow states | flow regime | velocity non-uniformities | density non-uniformities | fluid system components | lift | drag | continuum flow | shock strength | characteristics | governing equations | thermodynamic context | characteristic parameters | quasi-one-dimensional flow | disturbances | unsteady flow | gas dynamic discontinuities | detonations | linear two-dimensional flows | non-linear two-dimensional flows

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see https://ocw.mit.edu/terms/index.htm

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髇 de la Prevenci髇 en la Empresa 髇 de la Prevenci髇 en la Empresa

Description

Subjects

coordinador | coordinador | servicios | servicios | | | responsabilidad | responsabilidad | seguridad | seguridad | personal | personal | trabajadores | trabajadores | Modalidades | Modalidades | delegados | delegados | civil | civil | Derecho del Trabajo y de la Seguridad Social | Derecho del Trabajo y de la Seguridad Social | | | recursos | recursos | | | preventiva | preventiva | penal | penal

License

http://creativecommons.org/licenses/by-nc-sa/2.5/

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DF4D33 Developing Skills for Personal Effectiveness

Description

This unit will outline the group of skills and attributes that underpin personal effectiveness. The need to understand these skills and attributes is more important because of many forces. The more competitive job market, for example, should be making you see the need to work harder at developing and marketing yourself. Overall, for today and in the future you will need to be more flexible, adaptable and personally skilled than you were previously.

Subjects

DF4D 33 | self awareness | personal skills | self assessment | stress | Interpersonal skills | SCQF Level 6

License

Licensed to colleges in Scotland only Licensed to colleges in Scotland only Except where expressly indicated otherwise on the face of these materials (i) copyright in these materials is owned by the Scottish Qualification Authority (SQA), and (ii) none of these materials may be Used without the express, prior, written consent of the Colleges Open Learning Exchange Group (COLEG) and SQA, except if and to the extent that such Use is permitted under COLEG's conditions of Contribution and Use of Learning Materials through COLEG鈥檚 Repository for the purposes of which these materials are COLEG Materials. Except where expressly indicated otherwise on the face of these materials (i) copyright in these materials is owned by the Scottish Qualification Authority (SQA), and (ii) none of these materials may be Used without the express, prior, written consent of the Colleges Open Learning Exchange Group (COLEG) and SQA, except if and to the extent that such Use is permitted under COLEG's conditions of Contribution and Use of Learning Materials through COLEG鈥檚 Repository for the purposes of which these materials are COLEG Materials. http://content.resourceshare.ac.uk/xmlui/bitstream/handle/10949/17761/LicenceSQAMaterialsCOLEG.pdf?sequence=1 http://content.resourceshare.ac.uk/xmlui/bitstream/handle/10949/17761/LicenceSQAMaterialsCOLEG.pdf?sequence=1

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16.886 Air Transportation Systems Architecting (MIT) 16.886 Air Transportation Systems Architecting (MIT)

Description

This course addresses the architecting of air transportation systems. The focus is on the conceptual phase of product definition, including technical, economic, market, environmental, regulatory, legal, manufacturing, and societal factors. It centers on a realistic system case study and includes a number of lectures from industry and government. Past examples include: the Very Large Transport Aircraft, a Supersonic Business Jet, and a Next Generation Cargo System. The course identifies the critical system level issues and analyzes them in depth via student team projects and individual assignments. The overall goal of the semester is to produce a business plan and a system specifications document that can be used to assess candidate systems. This course addresses the architecting of air transportation systems. The focus is on the conceptual phase of product definition, including technical, economic, market, environmental, regulatory, legal, manufacturing, and societal factors. It centers on a realistic system case study and includes a number of lectures from industry and government. Past examples include: the Very Large Transport Aircraft, a Supersonic Business Jet, and a Next Generation Cargo System. The course identifies the critical system level issues and analyzes them in depth via student team projects and individual assignments. The overall goal of the semester is to produce a business plan and a system specifications document that can be used to assess candidate systems.

Subjects

Air transportation | Air transportation | air transport | air transport | air transportation systems | air transportation systems | product definition | product definition | air transportation industry | air transportation industry | system case study | system case study | very large transport aircraft | very large transport aircraft | supersonic business jet | supersonic business jet | next generation cargo system | next generation cargo system | business plan | business plan | system specifications document | system specifications document

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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2.26 Compressible Fluid Dynamics (MIT) 2.26 Compressible Fluid Dynamics (MIT)

Description

2.26 is a 6-unit Honors-level subject serving as the Mechanical Engineering department's sole course in compressible fluid dynamics. The prerequisites for this course are undergraduate courses in thermodynamics, fluid dynamics, and heat transfer. The goal of this course is to lay out the fundamental concepts and results for the compressible flow of gases. Topics to be covered include: appropriate conservation laws; propagation of disturbances; isentropic flows; normal shock wave relations, oblique shock waves, weak and strong shocks, and shock wave structure; compressible flows in ducts with area changes, friction, or heat addition; heat transfer to high speed flows; unsteady compressible flows, Riemann invariants, and piston and shock tube problems; steady 2D supersonic flow, Prandtl-Mey 2.26 is a 6-unit Honors-level subject serving as the Mechanical Engineering department's sole course in compressible fluid dynamics. The prerequisites for this course are undergraduate courses in thermodynamics, fluid dynamics, and heat transfer. The goal of this course is to lay out the fundamental concepts and results for the compressible flow of gases. Topics to be covered include: appropriate conservation laws; propagation of disturbances; isentropic flows; normal shock wave relations, oblique shock waves, weak and strong shocks, and shock wave structure; compressible flows in ducts with area changes, friction, or heat addition; heat transfer to high speed flows; unsteady compressible flows, Riemann invariants, and piston and shock tube problems; steady 2D supersonic flow, Prandtl-Mey

Subjects

conservation laws | conservation laws | isentropic flows | isentropic flows | normal shock wave relations | normal shock wave relations | oblique shock waves | oblique shock waves | weak shock | weak shock | strong shock | strong shock | ducts | ducts | heat transfer | heat transfer | unsteady flows | unsteady flows | Riemann invariants | Riemann invariants | piston | piston | shock tube | shock tube | steady 2D supersonic flow | steady 2D supersonic flow | Prandtl-Meyer function | Prandtl-Meyer function | self-similar compressible flows | self-similar compressible flows

License

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Spiders, yes, but why cats?

Description

Prof.Iain McGilchrist illustrates his argument by appeal to a number of paintings done by psychotic patients. He points to various commonalities between these paintings and speculates on the ways in which they support claims about the two hemispheres and Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

Subjects

philosophy | mind | hemisphere | Tallis | McGilchrist | brain | neurophysiology | personhood | culture | neuromania | mind-body problem | psychosis | art | spiders | cats | left-hemisphere | right-hemisphere | philosophy | mind | hemisphere | Tallis | McGilchrist | brain | neurophysiology | personhood | culture | neuromania | mind-body problem | psychosis | art | spiders | cats | left-hemisphere | right-hemisphere

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Was Schubert a musical brain?

Description

Prof. Raymond Tallis deepens his argument against the idea that we are our brains. He believes there is a distinction in kind between humans and other animals. This he illustrates by appeal to the differences between the music of Schubert and the singing Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

Subjects

philosophy | mind | Tallis | brain | neurophysiology | personhood | culture | neuromania | mind-body problem | music | birdsong | philosophy | mind | Tallis | brain | neurophysiology | personhood | culture | neuromania | mind-body problem | music | birdsong

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Philosophy: the nature of persons

Description

What is a person? This unit examines this philosophical question concerning the nature of personhood. You will examine whether a 鈥榩erson鈥 is the same as a 鈥榟uman being鈥, and look at whether it is our free will that in the end defines us as a 鈥榩erson鈥.

Subjects

arts and history | human_being | humanities | person | personhood | philosophy | Education | X000

License

Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

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Am I my mind?

Description

Prof. Iain McGilchrist, whilst agreeing with Tallis that we are not our brains argues that we can learn a great deal about our culture by learning more about our brain. In particular we should recognise we have two hemispheres, each with a different funct Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

Subjects

philosophy | mind | hemisphere | Tallis | McGilchrist | brain | neurophysiology | personhood | culture | neuromania | mind-body problem | philosophy | mind | hemisphere | Tallis | McGilchrist | brain | neurophysiology | personhood | culture | neuromania | mind-body problem

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Am I my brain?

Description

Prof. Raymond Tallis argues that extraordinary claims have been made for neurophysiology. For example it has been said that a person is nothing but his or her brain. Professor Raymond Tallis rejects this ?neuromania?. He shows why it is attractive, but al Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

Subjects

philosophy | mind | Tallis | brain | neurophysiology | personhood | culture | neuromania | mind-body problem | philosophy | mind | Tallis | brain | neurophysiology | personhood | culture | neuromania | mind-body problem

License

http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

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