LEADER 03984nam 2200613 450 001 9910260615503321 005 20221206100415.0 035 $a(CKB)2670000000263737 035 $a(CaBNVSL)mat06276860 035 $a(IDAMS)0b000064818c1fd1 035 $a(IEEE)6276860 035 $a(SSID)ssj0000937667 035 $a(PQKBManifestationID)11596152 035 $a(PQKBTitleCode)TC0000937667 035 $a(PQKBWorkID)10877097 035 $a(PQKB)10955631 035 $a(WaSeSS)Ind00065831 035 $a(EXLCZ)992670000000263737 100 $a20151229d2010 uy 101 0 $aeng 135 $aur|n||||||||| 181 $2rdacontent 182 $2isbdmedia 183 $2rdacarrier 200 10$aLearning to communicate in science and engineering $ecase studies from MIT /$fMya Poe, Neal Lerner, and Jennifer Craig ; foreword by James Paradis 210 1$aCambridge, Massachusetts :$cMIT Press,$dc2010. 210 2$a[Piscataqay, New Jersey] :$cIEEE Xplore,$d[2010] 215 $a1 PDF (xii, 256 pages) $cillustrations 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-262-31062-7 320 $aIncludes bibliographical references (p. [237]-248) and index. 327 $aFirst steps in writing a scientific identity -- Taking on the identity of a professional researcher -- Carving out a research niche -- Learning to argue with data -- Writing and speaking collaboratively -- Conclusions. 330 $aTo many science and engineering students, the task of writing may seem irrelevant to their future professional careers. At MIT, however, students discover that writing about their technical work is important not only in solving real-world problems but also in developing their professional identities. MIT puts into practice the belief that "engineers who don't write well end up working for engineers who do write well," requiring all students to take "communications-intensive" classes in which they learn from MIT faculty and writing instructors how to express their ideas in writing and in presentations. Students are challenged not only to think like professional scientists and engineers but also to communicate like them.This book offers in-depth case studies and pedagogical strategies from a range of science and engineering communication-intensive classes at MIT. It traces the progress of seventeen students from diverse backgrounds in seven classes that span five departments. Undergraduates in biology attempt to turn scientific findings into a research article; graduate students learn to define their research for scientific grant writing; undergraduates in biomedical engineering learn to use data as evidence; and students in aeronautic and astronautic engineering learn to communicate collaboratively. Each case study is introduced by a description of its theoretical and curricular context and an outline of the objectives for the students' activities. The studies describe the on-the-ground realities of working with faculty, staff, and students to achieve communication and course goals, offering lessons that can be easily applied to a wide variety of settings and institutions. 606 $aCommunication in science$vCase studies 606 $aCommunication in engineering$vCase studies 606 $aWriting, Humanistic 606 $aPhysical Sciences & Mathematics$2HILCC 606 $aSciences - General$2HILCC 615 0$aCommunication in science 615 0$aCommunication in engineering 615 0$aWriting, Humanistic. 615 7$aPhysical Sciences & Mathematics 615 7$aSciences - General 676 $a501/.4 700 $aPoe$b Mya$f1970-$01207692 701 $aLerner$b Neal$01207693 701 $aCraig$b Jennifer$f1945-$01114838 801 0$bCaBNVSL 801 1$bCaBNVSL 801 2$bCaBNVSL 906 $aBOOK 912 $a9910260615503321 996 $aLearning to communicate in science and engineering$92786194 997 $aUNINA LEADER 02705nam 2200565 a 450 001 9910145417403321 005 20200520144314.0 010 $a1-281-34505-9 010 $a9786611345051 010 $a88-470-0754-2 024 7 $a10.1007/978-88-470-0754-3 035 $a(CKB)1000000000403133 035 $a(EBL)372151 035 $a(OCoLC)233974216 035 $a(SSID)ssj0000119094 035 $a(PQKBManifestationID)11146140 035 $a(PQKBTitleCode)TC0000119094 035 $a(PQKBWorkID)10055430 035 $a(PQKB)10192008 035 $a(DE-He213)978-88-470-0754-3 035 $a(MiAaPQ)EBC372151 035 $a(PPN)123740428 035 $a(EXLCZ)991000000000403133 100 $a20080925d2008 uy 0 101 0 $aita 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 13$aLe cefalee $emanuale teorico-pratico /$fGennaro Bussone ... [et al.] 205 $a1st ed. 2008. 210 $aMilano $cSpringer$dc2008 215 $a1 online resource (321 p.) 300 $aDescription based upon print version of record. 311 $a88-470-0753-4 320 $aIncludes bibliographical references and index. 327 $apt. 1. Forme maggiori di cefalee primarie -- pt. 2. Forme diverse di cefalee primarie -- pt. 3. Cefalee secondarie -- pt. 4. Casi clinici. 330 $aLe cefalee rappresentano uno dei problemi che più spesso il medico deve affrontare. Esse hanno aspetti clinici proteiformi ai quali corrispondono diversi indirizzi di cura. Per orientarsi di fronte ad una situazione così complessa, occorrono esperienze e chiari punti di riferimento, entrambi presenti in quest'opera. Gli argomenti sono trattati in modo piano e sintetico e con un approccio eminentemente pratico, ma con gli opportuni riferimenti ai problemi fisiopatologici indispensabili ad un approfondimento delle conoscenze. I contenuti del manuale sono l'elaborazione dei tre moduli del Corso di formazione sulle Cefalee che l'Associazione per una Scuola delle Cefalee (ASC), braccio formativo dell'Associazione Neurologica Italiana per la Ricerca sulle Cefalee (ANIRCEF), organizza ormai dal 1999. Questo volume, a cui hanno contribuito diversi specialisti con capitoli di loro preminente interesse scientifico e clinico, si pone come un testo pratico per il clinico e quindi come un "compagno di lavoro" nell'attività quotidiana. 606 $aHeadache 615 0$aHeadache. 676 $a616.8 676 $a616.8491 700 $aBussone$b Gennaro$0748558 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910145417403321 996 $aLe cefalee$94198134 997 $aUNINA