What You Need to Know About BS 5400 Part 2 2006: The Specification for Loads
one of the major difficulties of writing postgraduate theses is the lack of time and resources. lecturers rarely seem to have time to critically review theses and, in the absence of guidelines, thesis writing is often a hit and miss procedure with too much emphasis on the literature but too little on structure and production. theses were once seen as little more than "wind up" orders, used by busy postgraduate students to allow for extended periods of unsupervised research. however, they now have more of a "disposable" value: a cheap place to put "borrowed" bits of learning, but too often little more.
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new trends and technologies in e-learning can be the catalyst for change in an organisation's culture, by providing a mechanism for employees to have a voice in the organisation's e-learning strategy. is it possible to provide a culture of opinion and feedback that enables the creation of a learning environment that is as flexible as it is effective? we suggest that it is now possible to create a learning environment that is genuinely responsive to people's needs, but how can this be achieved?
as described above, learning resources can be found using the internet but medical education specialists need to be aware of the web's full potential, especially as it relates to the development of learning objects. the result is an eclectic use of digital tools, from e-learning software packages to web 2.0 applications. if used effectively these tools can be an extremely effective way of maintaining and improving the skills of professionals, facilitating their continuing learning, whilst also freeing staff to concentrate on patient care rather than administration. however, the large amount of contradictory advice and anecdotal evidence, combined with a lack of robust evidence, can make it difficult to decide which tools will be most effective for any particular clinical discipline.