Bøker av David Hayes

The Guidebook to Mathematics is an aid for helping educators teach mathematics in the Socratic way: by asking questions. For some learners, the beauty of mathematics and the certainty of mathematical truths is transformational. In contrast to the indoctrination found in most textbooks, the Guidebook to Mathematics seeks to spur pleasant interesting conversations about mathematics.Richard Feynman wrote a story about why his cousin never learned algebra: "My cousin, who was three years older [than me], was in high school. He was having considerable difficulty with his algebra, so a tutor would come. I was allowed to sit in a corner while the tutor would try to teach my cousin algebra. I'd hear him talking about x.I'd say to my cousin, "What are you trying to do?""I'm trying to find out what x is, like in 2x +7 = 15."I say, "You mean 4.""Yeah, but you did it by arithmetic. You have to do it by algebra."I learned algebra, fortunately, not by going to school, but by finding my aunt's old schoolbook in the attic, and understanding that the whole idea was to find out what x is - it doesn't' make any difference how you do it. For me, there was no such thing as doing it "by arithmetic" or doing it "by algebra." "Doing it by algebra" was a set of rules which, if you followed them blindly, could produce the answer: "subtract 7 from both sides; if you have a multiplier, divide both sides by the multiplier," and so on - a series of steps by which you could get the answer if you didn't understand what you were trying to do. The rules had been invented so that the children who have to study algebra could all pass. And that's why my cousin was never able to do algebra. (Richard P. Feynman and Ralph Leighton, Classic Feynman: all the adventures of a curious character, 1st ed. (New York: W.W. Norton, 2006). p. 17. Bold emphasis added.)In contrast, Richard Feynman was taught how to learn by his father who was a good teacher.That's the way I was educated by my father, with those kinds of examples and discussions: no pressure - just lovely, interesting discussions. It has motivated me for the rest of my life and makes me interested in all the sciences. (It just happens I do physics better.)I've been caught, so to speak - like someone who was given something wonderful when he was a child, and he's always looking for it again. I'm always looking, like a child, for the wonders I know I'm going to find - maybe not every time, but every once in a while. (Richard P. Feynman and Ralph Leighton, Classic Feynman: all the adventures of a curious character, 1st ed. (New York: W.W. Norton, 2006). p. 17)Even as a professor at Caltech, which by modern standards is a very small university, Feynman recommends that education is effective only when a good teacher has an individual relationship to a student.I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher - a situation in which the student discusses the ideas, thinks about things, and talks about the things. It's impossible to learn very much by simply sitting in a lecture, or even by simply doing problems that are assigned. But in our modern times we have so many students to teach that we have to find some substitute for the ideal. Perhaps my lectures can make some contributions. Perhaps in some small place where there are individual teachers and students, they may get some inspiration or some ideas from the lectures. Perhaps they will have fun thinking them through - or going on to develop some of the ideas further. (Richard P. Feynman, Robert B. Leighton, and Matthew L. Sands, The Feynman Lectures on Physics, 3 vols. (Reading, Mass.: Addison-Wesley Pub. Co., 1963). p 5.)

"Murder!" she whispered. "Do you think he knows we saw him?" Four separate vacations intersect as four young strangers meet on a ferry to a northern island wilderness. The fun couple they meet over a friendly card games seems more and more mysterious as the week wears on. Days later, as each family looks to head back home, the six of them collide as not one but two horrific events suddenly and permanently alters the course of every one of their lives. They are afraid, but determined to find the truth...someday. Meanwhile, one of them seeks answers. One of them builds up his body and his courage. One of determines to forget. One of them struggles to remember. Eventually, all will remember clearly how, in the middle of Lake Superior, a voice admonished them to meet..."10 years from tonight."

Stunning original photographs showcasing the beauty of the Pennines and the power of the locomotives that wind their way through it.

A nostalgic overview of the rail scene in the 1970s. The photographs in this book try to capture a flavour of the railways during this fascinating transition period.

In the fourteenth century, the Berkeley lords played an important part in enabling education and in promoting the use of written English. They probably sponsored the education of the Cornish boy John Trevisa. He studied at Oxford and later became priest to the Berkeley family.John Trevisa was encouraged to translate many works from Latin into English, and Thomas Berkeley was able to pass these to other members of the aristocracy and to the educated and more affluent members of the public on his London visits.

The Benedictine abbey of Solesmes in France is famous for the quality of its Gregorian chant, recordings of which are appreciated throughout the world. Nevertheless, the life of its founder, Dom Prosper Guéranger (1805-1875) is still relatively unknown. This is partly due to Guéranger himself, who never sought to promote his life story. While he published many liturgical and spiritual works, this highly personal account of his early life and events surrounding the foundation of Solesmes in 1833 was never intended for publication, and indeed was never completed. For this reason, the manuscript remained in the archives of the abbey of Solesmes for well over a hundred years. Growing recognition of its wider importance and interest led to its eventual publication in 2005, the bicentenary of Guéranger's birth.The book is far more than a personal portrait of an interesting and innovative individual. Through the prism of events surrounding his early life as a seminarian, secular priest and then Benedictine monk, Guéranger's account illustrates many of the wider issues at play in early nineteenth-century France and French Catholicism. Guéranger's first-hand account of various political events under the regimes of Napoleon I, the Bourbon Restoration and Louis-Philippe has its own historical value. Above all, however, the book shows how Guéranger's project to re-found Benedictine life in France, after its disappearance in the wake of the French Revolution, stood in relation to other currents of religious thought and monastic tradition, notably Gallicanism, Ultramontanism, the Maurists and the Cistercians. Those interested in monastic life and liturgical spirituality will further draw inspiration from Guéranger's narration of the human relationships and mystical experiences that inspired his Benedictine vocation and subsequent life's work. Guéranger's lively text is also enjoyable in its own right. His optimism, determination, creativity, unwavering trust in divine providence, capacity for friendship and often humorous (and occasionally devastating) portraits of the many people whom he encountered give a particular charm and colour to his writing. Ultimately, however, this account of Guéranger's spiritual and intellectual awakening provides impetus for a renewed contemporary appreciation of his convictions, which are of perennial value for all who are seeking God. The monastic community founded by Guéranger bears witness to the transforming power of contemplative liturgical spirituality lived in and for the Church and the world. As such, monastic life serves as an exemplar of spiritual and human values whose relevance extends far beyond the cloister. Extensive footnotes, and an introduction by Dr Judith Bowen, whose recent doctoral thesis is one of the most important studies on the unity and significance of Guéranger's liturgical and theological work, further enhance this translation.

For junior college or undergraduate courses in hotel management, lodging operations, and hospitality. Written in an easy-to-read, easy-to-understand style, Foundations of Lodging Management, 2e explores how the lodging industry and the hotels in the industry operate. With coverage of both small and large hotels, it addresses each department, including the front office, sales and marketing, housekeeping, maintenance and more! This edition features more on green initiatives, expanded discussion of revenue optimization, and an updated Front Office Simulation that helps students learn how to manage a hotels front office and better understand the complexity of the entire property.

For courses in Restaurant Management, Restaurant Operations, Food and Beverage Management, or Foodservice Management. The Professional Restaurant Manager covers the topics all restaurant managers must know to be successful in the industry. Organized in a quick-read, four-part format, the book offers a fresh look at the restaurant business, back-of-house management, front-of-house management, and financial management. Discussion prompts are built right in so students can respond to real case studies and illustrations. Financial documents reference the newest version of the Uniform System of Accounts for Restaurants. An extensive glossary is provided and authors review important trends in sustainability, green practices and farm-to-fork movements.