Summing up Sample Clauses

Summing up. There is increasing recognition that learning should not be conceptualised as the transmission of a fixed body of knowledge to a passive recipient. Instead, learning is conceived as an active process in which learners, through conversation, communication and control, appropriate knowledge, understanding and changes of perspective within their existing structures. This suggests a need to pay attention both to what learners bring to the situation, and to the contexts within which they learn. At the same time, research into informal (or free choice) learning has identified the importance of learning that has not hitherto been recognised within formal education, encouraging emphasis on multiple intelligences and on skills and attitudes rather than simply cognition. The renewed attention on learning as ‘lifelong’ and as occurring outside as well as within the walls of the school, offers an opportunity for museums to revise and develop new approaches to learning that are not wholly focused on a formal set of changing curriculum objectives. The recent emergence of learning objects as a focus for the development of digital educational resources by museums raises some concerns, given its focus on achieving the goals of formal education. Equally, the inconsistent quality of digital learning resources to date, and their reliance on delivery and deficit models also raises concerns. Research in both the museums sector and in educational technology, however, would suggest that there is a synergy between the goals of a free-choice active learning environment and the characteristics of digital technologies that should see science centres and museums well placed to take advantage of these new technologies in achieving their educational objectives.

Summing up. User-driven innovation reminds us that there are two ways of approaching the relationship between users, driving forces and innovations: It can be both a phenomenon, and an instrumental use of that phenomenon. Both are worth holding on to. On one hand persuading people to engage and create awareness is a method, practiced by companies, advertisers, and ad agencies. On the other, as we have seen with empirical examples in the first chapter, their method involves entering an already established genre of exchanges where references are continuously used to in- and exclude groups of people. In viral marketing the innovation, in the sense of bringing previously unrelated things together, happens even before any potential company tries to benefit from it. Comedians, Youtubers, and journalists already participate either in providing entertaining interpretations or in playing detectives who try their best to inform their readers from putting bits and pieces of information together. Here we have active innovators who make references and content as it fits with their interests and professions. But we also have companies who try to take advantage of these active reference makings, by deliberately adding content that conspicuously invites spoofs, as well as new interpretations. We need to understand the methods used by those who want to target others, but we also need to understand the practices in which such ads enter, their norms, rules, and challenge. This involves following unforeseen paths, paying attention to unexpected connections that turn discussions and content upside down, thereby following traces as they are on the move and are subjected to changes, alterations, and modifications. Therefore, we need to include both the phenomenon of people who innovate freely in the sense that they bring previously unrelated things together, as well as those who take advantage of this, like VisitDenmark and Danish Road Safety Council, who try to use users as a resource in creating a particular awareness. The relation between the two approaches to users and their role in innovation processes needs further exploration. We need to go beyond considering users as either a resource or the source, and instead look at how they are both. We need to look at how the innovation is something that is a product of the manufacturers and the users simultaneously.

Summing up. These examples illustrate some of the reasons why any debate asking objects or interactives? Is already significantly out-of-date. Learning in museums is concerned with objects but also essentially with people. One of the paradoxes of the application of digital technologies is that they can simultaneously provide a personal, individualised experience and yet at the same time offer unprecedented opportunities for the kinds of wider social interaction that can enrich learning. In the 21st century museum, too, questions of real or virtual also have far less meaning even than four or five years ago, as sensitive and appropriate use of technology is seen to enrich the experience of learning from objects and exhibits, rather than competing with them. Was this speaker at a recent Museums and the Web conference being cruelly satirical or provocatively inaccurate? Possibly both, for a look at museum websites reveals almost every possibility from the tediously dull and trivial to the imaginative and innovative. This section of the review will describe some of the major web resources currently available, and begin to explore how web resources can reflect underlying theories of learning. Appendix 1 presents some of the best science centres and museums websites and their main services.

Summing up. The short analysis performed so far clearly suggests that business registers cannot be insightfully adopted in order to retrieve (and re-use) detailed information about EU businesses and private enterprises, unless for France. In most cases, these details are available only in principle and can be retrieved by single users for their private purposes. As a matter of fact, in most cases, these details cannot be re-used or published on a brand new online dataset. Moreover, business registers only cover the set of private research organisation, while no information is returned for public research centres or public laboratories. Given these open issues, a different methodology has been followed in order to retrieve details that are useful for the successful outcome of this project. Austria ▇▇▇▇://▇▇▇.▇▇▇▇▇▇.▇▇.▇▇/ firmenbuch Restricte d - - It is possible to submit an application for re-using data. A reply is due in 4 weeks. France ▇▇▇▇▇://▇▇▇.▇▇▇▇▇▇.▇▇/s ▇▇▇▇▇/public/accueil Free normal search:  by name;  by SIREN - SIRET code. Additional search by address / municipality name or postal code  Company address; Company’s name; Company’s address; SIREN/SIRET code;  Legal organization form of the company;  Business activities classified by NAF code;  Total number of employees Open data Germany ▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇.▇▇/ Free normal search:  by name;  by legal form. advanced search:  by federal state.  company address; financial statements. A further publication or further uses of the available data is not allowed. Italy ▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇▇ ▇▇▇▇.▇▇/ Free  by name;  by ▇▇▇▇ code.  company address; legal form; business activities. It is forbidden to carry out data distribution and/or sale activities, and to attempt to access data in some ways other than the ones allowed. In particular, it is forbidden to extract data automatically and massively in order to speed up activities or create self-contained databases. Liechtenstein ▇▇▇▇://▇▇▇.▇▇▇▇.▇▇/hrw eb/ger/firmensuche_af j.htm Free  by name;  by legal form  company address. Terms of use are not openly stated in the website. Slovenia via the ePRS application (▇▇▇▇▇://▇▇▇.▇▇▇▇▇.▇▇/ prs/Default.asp?) Free normal search: by name advanced search:  by legal form;  ▇▇▇▇ code;  Location.  company address; contacts; VAT number The use of significant parts (both qualitative and quantitative) of the databases (e.g. the reproduction of the structure of the databases, of some parts of its structur...

Summing up. I hereby issue a temporary prohibitory injunction, to remain in effect until a final decision of the Arbitrator on the identity of the

Summing up. Describe the most important lesson/skill you learned from this experience and how it will help you in the future? Completed Hours: 100-120  Course Hours: 10-30 hours (Orientation and Reflection)  Work Placement: 90 hours Grade: Mark:  Apply hazard recognition and injury prevention skills in a work experience placement.  Demonstrate knowledge of basic workplace incident and accident response procedures and protocols.  Demonstrate knowledge of workplace health and safety rights and responsibilities.  Analyze hazards or potential hazards in an occupation or industry sector related to a work experience placement (e.g., restaurant industry, construction industry).

Summing up. Strong policies will push the EU transport system towards adopting zero-emission technologies, which need to be tailored to the different transport markets and segments in Europe. Policy makers should focus on short-term transport decarbonisation priorities including the mass adoption of EVs combined with low-carbon electricity generation. The timely and ambitious investment in battery charging infrastructure is essential to solving the “chicken-egg” problem for the widespread uptake of EVs, especially in urban areas. Hydrogen-based clean liquid fuels and advanced biofuels will help reduce emissions in hard-to-electrify mobility sectors such as aviation and shipping.

Summing up. The current design of the SSM suffers from a number of shortcomings. These arise in part from founding the SSM on Article 127(6) TFEU, instead of enabling a more satisfying solution by changing the EU treaties. The flaws in the SSM design need to be cured – at least in the long run. In the meantime, the SSM can be viewed as an intermediate step, which reflects current political limitations and window of opportunity considerations. When negotiating future treaty changes, policy makers should consider shifting supervisory competencies from the ECB to a separate European authority subject to appropriate democratic control mechanisms. At the same time, the necessary treaty changes should not be taken as an excuse for delaying action and not dealing with bank distress under national responsibility as soon as possible.

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