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Nonlinear Behaviour and Stability of Thin-Walle...
139,09 € *
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This book focuses on the nonlinear behaviour of thin-wall shells (single- and multilayered with delamination areas) under various uniform and non-uniform loadings. The dependence of critical (buckling) load upon load variability is revealed to be highly non-monotonous, showing minima when load variability is close to the eigenmode variabilities of solution branching points of the respective nonlinear boundary problem.A novel numerical approach is employed to analyze branching points and to build primary, secondary, and tertiary bifurcation paths of the nonlinear boundary problem for the case of uniform loading. The load levels of singular points belonging to the paths are considered to be critical load estimates for the case of non-uniform loadings.

Anbieter: Dodax
Stand: 23.02.2020
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Nonlinear Behaviour and Stability of Thin-Walle...
96,32 € *
ggf. zzgl. Versand

This book focuses on the nonlinear behaviour of thin-wall shells (single- and multilayered with delamination areas) under various uniform and non-uniform loadings.The dependence of critical (buckling) load upon load variability is revealed to be highly non-monotonous, showing minima when load variability is close to the eigenmode variabilities of solution branching points of the respective nonlinear boundary problem.A novel numerical approach is employed to analyze branching points and to build primary, secondary, and tertiary bifurcation paths of the nonlinear boundary problem for the case of uniform loading. The load levels of singular points belonging to the paths are considered to be critical load estimates for the case of non-uniform loadings.

Anbieter: Dodax
Stand: 23.02.2020
Zum Angebot
Visible Learning and the Science of How We Learn
46,90 CHF *
ggf. zzgl. Versand

On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science ofHow We Learnexplains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.

Anbieter: Orell Fuessli CH
Stand: 23.02.2020
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Treatment of Textile Processing Effluents
344,00 CHF *
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CONTENTS Chapter - 1. Introduction; Chapter - 2. Characteristics of Cotton Textile Processing Effluents; Sizing; Desizing; Scouring; Bleaching; Mercerizing; Dyeing; Printing; Finishing; Combined Effluent; Chapter - 3. Treatment of Cotton Textile Processing Effluents Chapter - 4. Charactristics and Treatment of Synthetic Textile Processing Effluents; Process and Characteristics of Effluents; Treatment; Chapter - 5. Knit Fabric Finishing; Chapter - 6. Characteristics and Treatment of Woollen Textile Processing Effluents; Chapter - 7. Recent Trends in Textile Waste Water Management; Chapter - 8. Reduction of Pollution Load; Waste segregation; Recovery & Reuse of Sizes and Other Chemicals; Substitution of Low-Pollution Load Chemicals; Judicious use of chemicals; Process changes; Economy in Water use; Chapter - 9. Recovery and Reuse of Sizes, Dyes and Other Chemicals; Recovery of PVA and other Sizing agents; Caustic soda Recovery; Recovery of Dyes; Reuse of Ozonated Dyebath; Recovery of Other Valuable materials; Recovery of Heat; Chapter - 10. Recycling and Reuse of Waste Water; Chapter - 11. Conservation and Reuse of Water; Part - II. TREATMENT METHODS; Chapter - 12 Treatment Methods - An Introduction; Chapter - 13. Preliminary and Primary Treatments; Screening; Equalization; Neutralization; Neutralization of Acidic Wastes; Neutralization of Alkaline Wastes; Coagulation; Coagulants; Auxiliary chemicals; Flocculation - Aids; Coagulation & Flocculation Equipments; Merits & Demerits of Coagulation; Sedimentation; Floatation (Dissolved Air Floatation); Chapter - 14. Secondary Biological Treatment; Activated Sludge Process; Trickling Filtration; Aerated Lagoons; Oxidation Ponds; Anaerobic Digestion; Sludge Disposal; Removal of Interfering Substances; Chapter - 15. Tertiary Treatment; Multimedia Filtration; Chemical Coagulation; Chemical Precipitation; Disinfection; Ozonation; Activated Carbon Adsorption; Membrane Technology; Dialysis / Electro Dialysis; Evaporation; Chapter - 16. Advanced Methods for the Treatment of Textile Processing Waste Water; Advanced Oxidation Processes; Ozone Treatment; Adsorption; Membrane Technology; Dialysis / Electrodialysis; Ion Exchange; Evaporation; Crystallization; Freezing; Some Patented Technics for Color Removal; Bio-mass based Technologies; Cutting-EdgeTreatment Methods; Chapter - 17. Advanced Oxidation Processes; Non-Photo chemical Methods; Ozonation; Ozone/Hydrogen Peroxide Process; Fenton Method; Homogeneous Photochemical Oxidation Processes; Vacuum-UV Photo Oxidation; UV and Ozone; UV and Hydrogen Peroxide; UV, Ozone and Hydrogen Peroxide; Photo Fenton Method; Heterogeneous Photochemical Oxidation Processes; Chapter - 18. Ozone Treatment; Reactions of Ozone in Waste Water Treatment; Oxidative Reactions and Color Removal; BOD Reduction; Sludge Reduction; Advancements in Ozone Treatment; Chapter - 19. Activated Carbon Adsorption; Chapter - 20. Membrane Technology; Micro Filtration; Ultra Filtration; Nano Filtration; Reverse Osmosis; Disc and Tube Module; Membrane Bio-Reactors; Part - III. ANALYSIS OF TEXTILE PROCESSING EFFLUENTS; Chapter - 21 Purpose of Examination; Chapter - 22. Collection of Waste Water samples; Chapter - 23. Recording of Results; Chapter - 24. Analytical Methods - Important Notes; Chapter - 25. Parameters to be determined on Textile Processing Effluents; Chapter - 26. General Physico-Chemical Measurements; Chapter - 27. Measurement of Organic Pollution; Chapter - 28. Inorganic Constituents - Non Metallics; Chapter - 29. Inorganic Constituents - Metals; Chapter - 30. Miscellaneous Determination; Appendix; Index

Anbieter: Orell Fuessli CH
Stand: 23.02.2020
Zum Angebot
Visible Learning and the Science of How We Learn
164,00 CHF *
ggf. zzgl. Versand

On publication in 2009 John Hattie's Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children's learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education's 'holy grail'. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it's underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of Learning explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts - 'learning within classrooms', 'learning foundations', which explains the cognitive building blocks of knowledge acquisition and 'know thyself' which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips, and the meta-analyses from the original Visible Learning project by rank order. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.

Anbieter: Orell Fuessli CH
Stand: 23.02.2020
Zum Angebot
Visible Learning and the Science of How We Learn
40,90 CHF *
ggf. zzgl. Versand

On publication in 2009 John Hattie's Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children's learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education's 'holy grail'. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it's underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond.Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts - 'learning within classrooms', 'learning foundations', which explains the cognitive building blocks of knowledge acquisition and 'know thyself' which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as:teacher personality;expertise and teacher-student relationships;how knowledge is stored and the impact of cognitive load;thinking fast and thinking slow;the psychology of self-control;the role of conversation at school and at home;invisible gorillas and the IKEA effect;digital native theory;myths and fallacies about how people learn.This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.

Anbieter: Orell Fuessli CH
Stand: 23.02.2020
Zum Angebot
Nonlinear Behaviour and Stability of Thin-Walle...
140,90 CHF *
ggf. zzgl. Versand

This book focuses on the nonlinear behaviour of thin-wall shells (single- and multilayered with delamination areas) under various uniform and non-uniform loadings. The dependence of critical (buckling) load upon load variability is revealed to be highly non-monotonous, showing minima when load variability is close to the eigenmode variabilities of solution branching points of the respective nonlinear boundary problem. A novel numerical approach is employed to analyze branching points and to build primary, secondary, and tertiary bifurcation paths of the nonlinear boundary problem for the case of uniform loading. The load levels of singular points belonging to the paths are considered to be critical load estimates for the case of non-uniform loadings.

Anbieter: Orell Fuessli CH
Stand: 23.02.2020
Zum Angebot
Visible Learning and the Science of How We Learn
42,90 CHF *
ggf. zzgl. Versand

On publication in 2009 John Hattie's Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children's learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education's 'holy grail'. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it's underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts - 'learning within classrooms', 'learning foundations', which explains the cognitive building blocks of knowledge acquisition and 'know thyself' which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.

Anbieter: Orell Fuessli CH
Stand: 23.02.2020
Zum Angebot
Visible Learning and the Science of How We Learn
46,99 € *
ggf. zzgl. Versand

On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science ofHow We Learnexplains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.

Anbieter: Thalia AT
Stand: 23.02.2020
Zum Angebot