Courses tagged with "Nutrition" (6413)

Curriculum is a framework for guiding teaching and learning. This course provides an opportunity for you to consider the relationship between the teacher, the learner and the curriculum.

This course will help you consider how to develop appropriate learning goals for individual and groups of students. You will learn how to plan learning activities to engage your students in ways that will achieve these goals.

At various points in the education cycle you will need to provide information which can be used to determine the extent to which your teaching is helping or has helped to achieve learning goals. This course prepares you to use assessment as part of the teaching and learning process.

This course will help you to consider what is expected of you as a member of the teaching profession. You will consider ethical behavior and the need to respect the laws and regulations governing teaching.

As a teacher you will need to establish appropriate relationships with many different groups within the school and the wider community. It is important for you to understand how critical these relationships are to student learning.

We are excited to provide this course for graduates of Foundations of Teaching for Learning Courses 1-8. This further enrichment of key themes in learning and teaching we have entitled ‘The Reflective Practitioner’ in order to emphasise the importance of standing back from practice to review, extend and challenge what we know, what we do and what we aspire to do better.

The goals of this class are two-fold: the first is to experience the creative processes and storytelling behind several of theater's arts and to acquire the analytical skills necessary in assessing the meaning they transmit when they come together in production. Secondly, we will introduce you to these languages in a creative way by giving you hands-on experience in each. To that end, several Visiting Artists and MIT faculty in Theater Arts will guest lecture, lead workshops, and give you practical instruction in their individual art forms.

Learn what it takes to teach a K-12 course online! Investigate the history of virtual education, explore innovative tools, and examine key issues related to K-12 virtual instruction.

This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about the nature of mankind's ethical and political life in the West since the renaissance. It will deal with the change in perspective imposed by scientific ideas, the general loss of a supernatural or religious perspective upon human events, and the effects for good or ill of the increasing authority of an intelligence uninformed by religion as a guide to life. The readings are roughly complementary to the readings in 21L001, and classroom discussion will stress appreciation and analysis of texts that came to represent the cultural heritage of the modern world.

As we read broadly from throughout the vast chronological period that is "Homer to Dante," we will pepper our readings of individual ancient and medieval texts with broader questions like: what images, themes, and philosophical questions recur through the period; are there distinctly "classical" or "medieval" ways of depicting or addressing them; and what do terms like "Antiquity" or "the Middle Ages" even mean? (What are the Middle Ages in the "middle" of, for example?) Our texts will include adventure tales of travel and self-discovery (Homer's Odyssey and Dante's Inferno); courtroom dramas of vengeance and reconciliation (Aeschylus's Oresteia and the Icelandic Njáls saga); short poems of love and transformation (Ovid's Metamorphoses and the Lais of Marie de France); and epics of war, nation-construction, and empire (Homer's Iliad, Virgil's Aeneid, and the Anglo-Saxon Beowulf).

This course comprises a broad survey of texts, literary and philosophical, which trace the development of the modern world from the seventeenth to the early twentieth century. Intrinsic to this development is the growth of individualism in a world no longer understood to be at the center of the universe. The texts chosen for study exemplify the emergence of a new humanism, at once troubled and dynamic in comparison to the old. The leading theme of this course is thus the question of the difference between the ancient and the modern world. Students who have taken Foundations of Western Culture I will obviously have an advantage in dealing with this question. Classroom discussion approaches this question mainly through consideration of action and characters, voice and form.

This course aims to introduce students to the rich diversity of human culture from antiquity to the early 17th century. In this course, we will explore human culture in its myriad expressions, focusing on the study of literary, religious and philosophical texts as ways of narrating, symbolizing, and commenting on all aspects of human social and material life. We will work comparatively, reading texts from various cultures: Mesopotamian, Greek, Judeo-Christian, Chinese, Indian, and Muslim. Throughout the semester, we will be asking questions like: How have different cultures imagined themselves? What are the rules that they draw up for human behavior? How do they represent the role of the individual in society? How do they imagine 'universal' concepts like love, family, duty? How have their writers and artists dealt with encounters with other cultures and other civilizations?

This class continues our study of the foundational texts of human culture, focusing on early modernity until the recent past. In many ways, this includes several questions such as: Why did these works achieve the fame and influence they achieved? How do they present what it means to be a human being? How do they describe the role of a member of a family, community, tradition, social class, gender? How do they distinguish between proper and improper behavior? How do they characterize the members of other groups? However, in several ways, these texts are also iconoclastic, breaking with centuries of established tradition to shed light on previously unexplored subjects, such as the status of women in society or the legacy of the colonial expansion of European countries. They also question well-established social beliefs like religion, monarchical rule and human nature in general.

This is the second course of “Four Facets of Contemporary Japanese Architecture” series, with the focus on the second facet: technology.

The technology portion will focus on works by architects who explored the use of technology—from techniques used for traditional crafts to computational processes—as a vehicle for their investigations into the conceptualization and production of architecture. Tadao Ando, Shigeru Ban, Manabu Chiba, Kengo Kuma, Kazuhiko Namba, and Yusuke Obuchi will visit their buildings to discuss the ideas behind their respective works.

Production Team

Music by Jun Miyake

Organized by (T_ADS) Kengo Kuma, Yusuke Obuchi, Toshihiko Kiuchi

Filmed by Hiromoto Oka

This series will explore four facets of contemporary Japanese architecture; theory, technology, city, and humans. It will also span five generations of architects since Kenzo Tange. Through lectures by instructors and discussions with the most influential Japanese architects, the course will trace the development of contemporary Japanese architecture and will consider its future direction.

In this first course, we will focus on one of the four facets of Japanese architecture: theory.

The theory portion will feature discussions with architects who played a significant role in influencing the development of theoretical frameworks that contributed to guiding contemporary Japanese architecture. Terunobu Fujimori, Arata Isozaki, Hisao Kohyama, Kengo Kuma, Hidetoshi Ohno, and Kazuyo Sejima will visit their buildings and discuss the ideas behind their respective works.

In the coming courses on technology, city, and humans, the following leading Japanese architects will discuss their work — Tadao Ando, Shigeru Ban, Manabu Chiba, Sou Fujimoto, Hiroshi Hara, Itsuko Hasegawa, Toyo Ito, Kengo Kuma, Fumihiko Maki, Kazuhiko Namba, Yusuke Obuchi, Satoko Shinohara, Yoshiharu Tsukamoto, and Riken Yamamoto. Don’t miss the rest of this great series!

Production Team

Music by Jun Miyake

Organized by (T_ADS) Kengo Kuma, Yusuke Obuchi, Toshihiko Kiuchi

Filmed by Hiromoto Oka

This course continues the content covered in 18.100 Analysis I. Roughly half of the subject is devoted to the theory of the Lebesgue integral with applications to probability, and the other half to Fourier series and Fourier integrals.

A course on the macroeconomic accounts, their interrelationships, and the analysis of economic developments.

Investigation of linear elastic and elastic-plastic fracture mechanics. Topics include microstructural effects on fracture in metals, ceramics, polymers, thin films, biological materials and composites, toughening mechanisms, crack growth resistance and creep fracture. Also covered: interface fracture mechanics, fatigue damage and dislocation substructures in single crystals, stress- and strain-life approach to fatigue, fatigue crack growth models and mechanisms, variable amplitude fatigue, corrosion fatigue and case studies of fracture and fatigue in structural, bioimplant, and microelectronic components.

This class provides an introduction to quantitative models and qualitative frameworks for studying complex engineering systems. Also taught is the art of abstracting a complex system into a model for purposes of analysis and design while dealing with complexity, emergent behavior, stochasticity, non-linearities and the requirements of many stakeholders with divergent objectives. The successful completion of the class requires a semester-long class project that deals with critical contemporary issues which require an integrative, interdisciplinary approach using the above models and frameworks.

This class provides an introduction to quantitative models and qualitative frameworks for studying complex engineering systems. Also taught is the art of abstracting a complex system into a model for purposes of analysis and design while dealing with complexity, emergent behavior, stochasticity, non-linearities and the requirements of many stakeholders with divergent objectives. The successful completion of the class requires a semester-long class project that deals with critical contemporary issues which require an integrative, interdisciplinary approach using the above models and frameworks.