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By Harde K. A.

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Briefly they want to improve themselves; this is their realistic and primary aim. But they want also to change the social order so that vital personalities \Vill be creating a new environ= ment in which their aspirations may be properly expressed. -Eduard C. , New York, 1926), pp. 13-14. if genuine dialogue is to arise, everyone \Vho takes part in it must bring himself into it. And that also means that he must be willing on each occasion to say what is really in his mind about the subject of the conversation.

How does one develop such a self-concept? Certainly a starting__point is having a clear picture of what it means-being able to visualize how you would feel, how you would think, what you would do if you were completely self-directing. Presented below are some descriptions of self-directed learners (or self-directed learning) that may help you construct a model for yourself and, by comparing where you are now in your thinking about yourself with that model, discover aspects of your selfconcept that might need strengthening.

If a standardized test is not available, a teacher-made test could be used. But I have found studentmade tests to be generally more acceptable and usually just as effective. Performance assessment in the area of understanding and insight requires that a participant demonstrate his - ability to size up situations, see patterns, develop categories, figure out cause-and-effect relationships, and in general to apply knowledge and thought processes to the analysis and solution of problems. Some standardized tests of critical-thinking ability are designed to give evidence regarding this type of performance, as are teacher-made essay tests.

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A 2-groupoid Characterisation of the Cubical Homotopy Pushout by Harde K. A.


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