This paper reports on strategic developments to enhance student learner autonomy skills through the use of enquiry-based learning (EBL) in the design of higher education programmes. The UK's Sheffield Hallam University is a recognized Centre of Excellence in Teaching and Learning (CETL) in the field of developing learner autonomy. Central to the university's learning, teaching and assessment strategy is the conviction that students must become autonomous learners to acquire the skills and knowledge needed for employment, research and continuing professional development. In this context it is imperative that students are increasingly able to manage their own learning, formulate their own lines of enquiry and develop flexible approaches to their studies – the essence of acquiring learner autonomy. It is also important that they can work across discipline boundaries, often in teams, tackling problems that are essentially multidisciplinary. The central theme of this paper is the strategic use of EBL in areas that involve students working together in small groups.
This paper is concerned with the development of new entropy models for use in the social sciences and, in particular, with residential location in a spatial-interaction context. The inconsistencies and limitations inherent in some of the existing spatial-interaction entropy models used to describe activities taking place in urban and regional systems are first discussed, and new location models that have none of these inconsistencies are then developed. The new models describe the location of households about a city centre and, more generally, about a given distribution of jobs. The models take due account, in a consistent fashion, of any zonal-capacity constraints. The use of the models is illustrated with suitable data.
This textbook, covering the basic mathematics taught to first-year students of science and engineering, reflects the growing awareness that ancillary mathematics should not be taught in isolation from its applications. Topics covered include calculus, ordinary and partial differential equations and statistics. Each chapter starts with two or three examples setting the new techniques to be studied in the context of the scientific world; the mathematics is then presented, along with worked examples. Numerical methods are integrated with analytical techniques where appropriate. The resulting textbook provides the teacher with a rich and varied source of applications for classroom use and students with a textbook for self-learning, giving insight into the significance and role of mathematics in science and engineering.
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