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A lease is a contractual arrangement calling for the lessee (user) to pay the lessor (owner) for use of an asset
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Lease - Wikipedia
nged and removed. Find sources: "Lease" – news · newspapers · books · scholar · JSTOR (June 2014) (Learn how and when to remove this template message) A sign in Chicago offering space for lease <span>A lease is a contractual arrangement calling for the lessee (user) to pay the lessor (owner) for use of an asset.[1] Property, buildings and vehicles are common assets that are leased. Industrial or business equipment is also leased. Broadly put, a lease agreement is a contract between two parties




The lessor is the legal owner of the asset, while the lessee obtains the right to use the asset in return for regular rental payments
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Lease - Wikipedia
ngs and vehicles are common assets that are leased. Industrial or business equipment is also leased. Broadly put, a lease agreement is a contract between two parties, the lessor and the lessee. <span>The lessor is the legal owner of the asset, while the lessee obtains the right to use the asset in return for regular rental payments.[2] The lessee also agrees to abide by various conditions regarding their use of the property or equipment. For example, a person leasing a car may agree to the condition that the car w




Enfranchisement is the obtaining of the landlord's title and is most commonly negotiated with the landlord where a tenant pays only a ground rent.
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Lease - Wikipedia
rights to assign exist by compulsory law or as a default position in some jurisdictions. Sharing or parting with possession can be a breach of certain leases resulting in action for forfeiture. <span>Enfranchisement is the obtaining of the landlord's title and is most commonly negotiated with the landlord where a tenant pays only a ground rent. Merger is where the landlord and tenant happen to be the same and can terminate a lease where there are no subtenants in certain jurisdictions. In the United States a lessee may negotia




Many organizations and companies use lease financing for the acquisition and use of many types of equipment, including manufacturing and mining machinery, vessels and containers, construction and off-road equipment, medical technology and equipment, agricultural equipment, aircraft, rail cars and rolling stock, trucks and transportation equipment, business, retail and office equipment, IT equipment and software.
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Lease - Wikipedia
the travel industry as a less expensive alternative for travelers and locals. Equipment leasing[edit] Leasing is also used as a form of financing to acquire equipment for use and purchase.[18] <span>Many organizations and companies use lease financing for the acquisition and use of many types of equipment, including manufacturing and mining machinery, vessels and containers, construction and off-road equipment, medical technology and equipment, agricultural equipment, aircraft, rail cars and rolling stock, trucks and transportation equipment, business, retail and office equipment, IT equipment and software.[18] Lease financing for equipment is generally provided by banks, captives[clarification needed] and independent finance companies.[19][20] See also[edit] Ecoleasing Finance lease Lease




Flashcard 6373323705612

Question
A lease is a contractual arrangement calling for the lessee (user) to pay the lessor (owner) for [...] of an asset
Answer
use

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A lease is a contractual arrangement calling for the lessee (user) to pay the lessor (owner) for use of an asset

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Lease - Wikipedia
nged and removed. Find sources: "Lease" – news · newspapers · books · scholar · JSTOR (June 2014) (Learn how and when to remove this template message) A sign in Chicago offering space for lease <span>A lease is a contractual arrangement calling for the lessee (user) to pay the lessor (owner) for use of an asset.[1] Property, buildings and vehicles are common assets that are leased. Industrial or business equipment is also leased. Broadly put, a lease agreement is a contract between two parties







Flashcard 6373330521356

Question
A lease is a [...] arrangement calling for the lessee (user) to pay the lessor (owner) for use of an asset.
Answer
contractual

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A lease is a contractual arrangement calling for the lessee (user) to pay the lessor (owner) for use of an asset

Original toplevel document

Lease - Wikipedia
nged and removed. Find sources: "Lease" – news · newspapers · books · scholar · JSTOR (June 2014) (Learn how and when to remove this template message) A sign in Chicago offering space for lease <span>A lease is a contractual arrangement calling for the lessee (user) to pay the lessor (owner) for use of an asset.[1] Property, buildings and vehicles are common assets that are leased. Industrial or business equipment is also leased. Broadly put, a lease agreement is a contract between two parties







Flashcard 6373336812812


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Flashcard 6373344677132

Question
...the property transfers ownership to the lessee by the end of the lease term and is a bargain purchase option. For book purposes, classifying as a Direct Finance Lease and for tax treatment a Conditional Sale and no depreciation benefits available.
Answer
Capital Lease ($1 buyout)

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Perhaps the most common element of distributed generation projects is that they are located on-site.
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Connection to the grid “at the meter” is still important for the site host, though, because of the need to access electricity supply when the distributed generation facility is not generating or is not capable of meeting the full needs of the site host
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For distributed generation solar photovoltaic (“PV”) installations, the on-site nature of the project is typically a far larger complicating factor than the intermittent nature of its output. Unlike larger utility-scale projects, distributed generation solar PV may be located in either urban or rural areas, on rooftops or on the ground, on larger structures or on smaller structures, with clear solar access or in congested areas. In addition, the site host may or may not be the power purchaser. Consequently, there is a significant potential for strongly conflicting interests between the passive host with a limited interest in the project and the power purchaser that wants the project output, in regard to what each is willing to accept as reasonable risk allocations with the project developer.
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Every distributed generation solar project requires at least two fundamental commitments from the site host and/or the offtaker.
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Every project needs site rights sufficient to allow the developer to build, operate, and maintain the solar installation on the site and an agreement for the purchase and sale of the power generated from the solar installation.
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Flashcard 6374045125900

Question
For distributed generation solar photovoltaic (“PV”) installations, the [...] of the project is typically a far larger complicating factor than the intermittent nature of its output. Unlike larger utility-scale projects, distributed generation solar PV may be located in either urban or rural areas, on rooftops or on the ground, on larger structures or on smaller structures, with clear solar access or in congested areas. In addition, the site host may or may not be the power purchaser. Consequently, there is a significant potential for strongly conflicting interests between the passive host with a limited interest in the project and the power purchaser that wants the project output, in regard to what each is willing to accept as reasonable risk allocations with the project developer.
Answer
on-site nature

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For distributed generation solar photovoltaic (“PV”) installations, the on-site nature of the project is typically a far larger complicating factor than the intermittent nature of its output. Unlike larger utility-scale projects, distributed generation solar PV may be loc

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Flashcard 6374046698764

Question
For distributed generation solar photovoltaic (“PV”) installations, the on-site nature of the project is typically a far larger complicating factor than the [...] nature of its output. Unlike larger utility-scale projects, distributed generation solar PV may be located in either urban or rural areas, on rooftops or on the ground, on larger structures or on smaller structures, with clear solar access or in congested areas. In addition, the site host may or may not be the power purchaser. Consequently, there is a significant potential for strongly conflicting interests between the passive host with a limited interest in the project and the power purchaser that wants the project output, in regard to what each is willing to accept as reasonable risk allocations with the project developer.
Answer
intermittent

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For distributed generation solar photovoltaic (“PV”) installations, the on-site nature of the project is typically a far larger complicating factor than the intermittent nature of its output. Unlike larger utility-scale projects, distributed generation solar PV may be located in either urban or rural areas, on rooftops or on the ground, on larger struct

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While bounded learning is based on a fixed curriculum with specific educational outcomes, unbounded learning embraces the never-ending cycle of personal growth generated by continuous education. It is based on strategies and tools that avoid unnecessary direction and restriction, that foster curiosity, and that reward exploring adjacent questions.
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Unbounded learning: how to unshackle your education - Ness Labs
rful Brain Tools for Thought Menu Item Separator Become a member Community Academy Member Login Unbounded learning: how to unshackle your education Anne-Laure Le Cunff • Reading time: 5 minutes <span>While bounded learning is based on a fixed curriculum with specific educational outcomes, unbounded learning embraces the never-ending cycle of personal growth generated by continuous education. It is based on strategies and tools that avoid unnecessary direction and restriction, that foster curiosity, and that reward exploring adjacent questions. Today’s world offers many opportunities for unbounded learning, including online courses, community-based learning platforms, and new tools for thought to connect ideas across many rese




As Judy Nagy and Chris Bigum write in the Online Journal of Distance Education: “The advent of computing and communication technologies provides knowledge workers and the consumers of their products with alternative means of production and distribution, thereby directly challenging the role of publishers. Publishing on the Internet significantly reduces the time it takes for a consumer to obtain a product. The use of the Internet in this way highlights the role of publishers as essentially the middleman in the knowledge production and dissemination of knowledge products.”
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Unbounded learning: how to unshackle your education - Ness Labs
ers, we need to unshackle our self-education. The benefits of unbounded learning One of the main benefits of unbounded learning is to cut out the “middleman” of traditional knowledge providers. <span>As Judy Nagy and Chris Bigum write in the Online Journal of Distance Education: “The advent of computing and communication technologies provides knowledge workers and the consumers of their products with alternative means of production and distribution, thereby directly challenging the role of publishers. Publishing on the Internet significantly reduces the time it takes for a consumer to obtain a product. The use of the Internet in this way highlights the role of publishers as essentially the middleman in the knowledge production and dissemination of knowledge products.” Instead of relying on the guidance of a middleman, unbounded learning encourages students to directly access knowledge they find relevant to their goals, whether it neatly fits within a




Another advantage is serendipity: you may never know what doors a specific research path may lead you to. By allowing your education to branch off in virtually any direction, you may discover new areas of knowledge you could not predict when you started your learning journey.
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Unbounded learning: how to unshackle your education - Ness Labs
hology, or the impact of online communities on local governance? You can pick and choose the best content from various institutions or independent teachers, and craft your own learning journey. <span>Another advantage is serendipity: you may never know what doors a specific research path may lead you to. By allowing your education to branch off in virtually any direction, you may discover new areas of knowledge you could not predict when you started your learning journey. Studying finance may draw you to study cognitive biases; learning about history may lead you to explore a niche artistic movement; teaching yourself how to cook may unlock a wealth of c




#Learning
Study the source material. Whenever you read an interesting article or a book, check the references to access the original source of knowledge. Then, check the references of these sources. You can go many levels deeper by exploring sources both horizontally and vertically. You can even paste the source into Connected Papers to generate a map of reference papers to explore further.
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Unbounded learning: how to unshackle your education - Ness Labs
ght can emerge over time, and that learning together is more beneficial than learning on your own. Here are a few practical strategies you can apply to break free from linear, bounded learning: <span>Study the source material. Whenever you read an interesting article or a book, check the references to access the original source of knowledge. Then, check the references of these sources. You can go many levels deeper by exploring sources both horizontally and vertically. You can even paste the source into Connected Papers to generate a map of reference papers to explore further. Mix and match the content to fit your needs. Don’t stick to just one course or one book to study a topic. Try different platforms, formats, and educators and keep the ones that work bes




  • Mix and match the content to fit your needs. Don’t stick to just one course or one book to study a topic. Try different platforms, formats, and educators and keep the ones that work best for you. You could listen to a podcast from an expert, read a book by another, follow the tweets of a fellow student, and practice with tutorials you found on the web.
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    Unbounded learning: how to unshackle your education - Ness Labs
    ou can go many levels deeper by exploring sources both horizontally and vertically. You can even paste the source into Connected Papers to generate a map of reference papers to explore further. <span>Mix and match the content to fit your needs. Don’t stick to just one course or one book to study a topic. Try different platforms, formats, and educators and keep the ones that work best for you. You could listen to a podcast from an expert, read a book by another, follow the tweets of a fellow student, and practice with tutorials you found on the web. Use thinking tools for unbounded learning. While some note-taking tools are designed for linear thinking, others offer features that support the emergence of new patterns of thought. Fo




    Use thinking tools for unbounded learning. While some note-taking tools are designed for linear thinking, others offer features that support the emergence of new patterns of thought. For instance, Roam is one such tool, but there are many alternatives you can explore. Look for features such as bi-directional links and a knowledge graph to explore and connect ideas across several domains of study.
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    Unbounded learning: how to unshackle your education - Ness Labs
    p the ones that work best for you. You could listen to a podcast from an expert, read a book by another, follow the tweets of a fellow student, and practice with tutorials you found on the web. <span>Use thinking tools for unbounded learning. While some note-taking tools are designed for linear thinking, others offer features that support the emergence of new patterns of thought. For instance, Roam is one such tool, but there are many alternatives you can explore. Look for features such as bi-directional links and a knowledge graph to explore and connect ideas across several domains of study. Learn in public. One of the easiest ways to unbound your education is to learn with others. Whether you have a study buddy or a Twitter account, document your learning journey and ask q




    Learn in public. One of the easiest ways to unbound your education is to learn with others. Whether you have a study buddy or a Twitter account, document your learning journey and ask questions along the way. Learned a new way to code a feature for your app, or a new psychological theory that may be helpful to marketers? Write a short tutorial and publish it online. Struggling with a concept? Post a tweet to see if someone can help clarify. You will discover fresh ways of thinking, and even maybe make some new friends.
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    Unbounded learning: how to unshackle your education - Ness Labs
    ne such tool, but there are many alternatives you can explore. Look for features such as bi-directional links and a knowledge graph to explore and connect ideas across several domains of study. <span>Learn in public. One of the easiest ways to unbound your education is to learn with others. Whether you have a study buddy or a Twitter account, document your learning journey and ask questions along the way. Learned a new way to code a feature for your app, or a new psychological theory that may be helpful to marketers? Write a short tutorial and publish it online. Struggling with a concept? Post a tweet to see if someone can help clarify. You will discover fresh ways of thinking, and even maybe make some new friends. Practice self-reflection. Make sure to avoid falling into the trap of linear learning, where we mindlessly climb the education ladder without questioning our processes. Metacognition is




    Practice self-reflection. Make sure to avoid falling into the trap of linear learning, where we mindlessly climb the education ladder without questioning our processes. Metacognition is an essential skill for unbounded learning. It could take the form of journaling or a weekly review, or even regular brainstorming sessions with another self-taught student. Fail like a scientist by learning from your mistakes and by expanding your knowledge with continuous experiments.
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    Unbounded learning: how to unshackle your education - Ness Labs
    short tutorial and publish it online. Struggling with a concept? Post a tweet to see if someone can help clarify. You will discover fresh ways of thinking, and even maybe make some new friends. <span>Practice self-reflection. Make sure to avoid falling into the trap of linear learning, where we mindlessly climb the education ladder without questioning our processes. Metacognition is an essential skill for unbounded learning. It could take the form of journaling or a weekly review, or even regular brainstorming sessions with another self-taught student. Fail like a scientist by learning from your mistakes and by expanding your knowledge with continuous experiments. Again, the most important aspect of unbounded learning is your mindset. As long as you believe you can design an unbounded learning environment for yourself, and as long as you keep on




    success in the marketplace increasingly depends on learning, yet most people don’t know how to learn.
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    To facilitate the pass-through of tax benefits and available subsidies, the project owner/seller in a distributed generation solar PV project will almost always be a limited liability company.
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    Depending on the particular forms of subsidy (such as state tax credits, state cash subsidy payments, or solar carve-outs in state renewable portfolio standards designating the amount of generation local utilities must derive from renewable sources by certain benchmarks), the project owner may have more or less interest in actually owning the facility after the tax credit recapture and direct subsidy period has ended (though there are other tax considerations relating to the “profit motive” test that may require the project owner/seller to maintain longer-term ownership of the installation).
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    #physics
    The chemical properties of an atom are mostly determined by the configuration of electrons that orbit the atom's heavy nucleus.
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    Neutron - Wikipedia
    arly within the nucleus, and each has a mass of approximately one atomic mass unit, they are both referred to as nucleons.[7] Their properties and interactions are described by nuclear physics. <span>The chemical properties of an atom are mostly determined by the configuration of electrons that orbit the atom's heavy nucleus. The electron configuration is determined by the charge of the nucleus, which is determined by the number of protons, or atomic number. The number of neutrons is the neutron number. Neut




    If the site host and the power purchaser are not the same (or closely affiliated), the site host may become a silent partner (or at least an ever-present consideration) in the negotiation of the PPA
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    #connections #learning #maps #reading #thinking
    Connected Papers is a tool for thought to help researchers and applied scientists find and explore papers relevant to their field of work in a visual way. You enter an origin paper, and they generate a graph. To achieve this, they analyse about 50,000 research papers, and select the ones with the strongest connections to the origin paper.
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    Connected Papers: a visual tool for academic research - Ness Labs
    exploring connections between research papers is fairly tedious: read the paper, scan the references, search for any relevant title, rinse and repeat. Connected Papers aims to shake things up. <span>Connected Papers is a tool for thought to help researchers and applied scientists find and explore papers relevant to their field of work in a visual way. You enter an origin paper, and they generate a graph. To achieve this, they analyse about 50,000 research papers, and select the ones with the strongest connections to the origin paper. Created by Alex Tarnavsky, Eitan Eddie Smolyansky, and Itay Knaan Harpaz from Israel, Connected Papers started as a weekend side project. But when the three friends realised how useful




    success in the marketplace increasingly depends on learning, yet most people don’t know how to learn. What’s more, those members of the organization that many assume to be the best at learning are, in fact, not very good at it.
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    Teaching Smart People How to Learn
    closed-loop reasoning that had characterized so many prior discussions. Any company that aspires to succeed in the tougher business environment of the 1990s must first resolve a basic dilemma: <span>success in the marketplace increasingly depends on learning, yet most people don’t know how to learn. What’s more, those members of the organization that many assume to be the best at learning are, in fact, not very good at it. I am talking about the well-educated, high-powered, high-commitment professionals who occupy key leadership positions in the modern corporation. Most companies not only have tremendous




    Most companies not only have tremendous difficulty addressing this learning dilemma; they aren’t even aware that it exists. The reason: they misunderstand what learning is and how to bring it about.
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    Teaching Smart People How to Learn
    t at learning are, in fact, not very good at it. I am talking about the well-educated, high-powered, high-commitment professionals who occupy key leadership positions in the modern corporation. <span>Most companies not only have tremendous difficulty addressing this learning dilemma; they aren’t even aware that it exists. The reason: they misunderstand what learning is and how to bring it about. As a result, they tend to make two mistakes in their efforts to become a learning organization. First, most people define learning too narrowly as mere “problem solving,” so they focus




    First, most people define learning too narrowly as mere “problem solving,” so they focus on identifying and correcting errors in the external environment. Solving problems is important. But if learning is to persist, managers and employees must also look inward. They need to reflect critically on their own behavior, identify the ways they often inadvertently contribute to the organization’s problems, and then change how they act. In particular, they must learn how the very way they go about defining and solving problems can be a source of problems in its own right.
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    Teaching Smart People How to Learn
    aware that it exists. The reason: they misunderstand what learning is and how to bring it about. As a result, they tend to make two mistakes in their efforts to become a learning organization. <span>First, most people define learning too narrowly as mere “problem solving,” so they focus on identifying and correcting errors in the external environment. Solving problems is important. But if learning is to persist, managers and employees must also look inward. They need to reflect critically on their own behavior, identify the ways they often inadvertently contribute to the organization’s problems, and then change how they act. In particular, they must learn how the very way they go about defining and solving problems can be a source of problems in its own right. I have coined the terms “single loop” and “double loop” learning to capture this crucial distinction. To give a simple analogy: a thermostat that automatically turns on the heat wheneve




    a thermostat that automatically turns on the heat whenever the temperature in a room drops below 68 degrees is a good example of single-loop learning. A thermostat that could ask, “Why am I set at 68 degrees?” and then explore whether or not some other temperature might more economically achieve the goal of heating the room would be engaging in double-loop learning.
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    Teaching Smart People How to Learn
    nd solving problems can be a source of problems in its own right. I have coined the terms “single loop” and “double loop” learning to capture this crucial distinction. To give a simple analogy: <span>a thermostat that automatically turns on the heat whenever the temperature in a room drops below 68 degrees is a good example of single-loop learning. A thermostat that could ask, “Why am I set at 68 degrees?” and then explore whether or not some other temperature might more economically achieve the goal of heating the room would be engaging in double-loop learning. Highly skilled professionals are frequently very good at single-loop learning. After all, they have spent much of their lives acquiring academic credentials, mastering one or a number o




    because many professionals are almost always successful at what they do, they rarely experience failure. And because they have rarely failed, they have never learned how to learn from failure. So whenever their single-loop learning strategies go wrong, they become defensive, screen out criticism, and put the “blame” on anyone and everyone but themselves. In short, their ability to learn shuts down precisely at the moment they need it the most.
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    Teaching Smart People How to Learn
    al disciplines, and applying those disciplines to solve real-world problems. But ironically, this very fact helps explain why professionals are often so bad at double-loop learning. Put simply, <span>because many professionals are almost always successful at what they do, they rarely experience failure. And because they have rarely failed, they have never learned how to learn from failure. So whenever their single-loop learning strategies go wrong, they become defensive, screen out criticism, and put the “blame” on anyone and everyone but themselves. In short, their ability to learn shuts down precisely at the moment they need it the most. The propensity among professionals to behave defensively helps shed light on the second mistake that companies make about learning. The common assumption is that getting people to learn




    But effective double-loop learning is not simply a function of how people feel. It is a reflection of how they think—that is, the cognitive rules or reasoning they use to design and implement their actions.
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    Teaching Smart People How to Learn
    anies focus on creating new organizational structures—compensation programs, performance reviews, corporate cultures, and the like—that are designed to create motivated and committed employees. <span>But effective double-loop learning is not simply a function of how people feel. It is a reflection of how they think—that is, the cognitive rules or reasoning they use to design and implement their actions. Think of these rules as a kind of “master program” stored in the brain, governing all behavior. Defensive reasoning can block learning even when the individual commitment to it is high,




    Companies can learn how to resolve the learning dilemma. What it takes is to make the ways managers and employees reason about their behavior a focus of organizational learning and continuous improvement programs. Teaching people how to reason about their behavior in new and more effective ways breaks down the defenses that block learning.
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    Teaching Smart People How to Learn
    ing can block learning even when the individual commitment to it is high, just as a computer program with hidden bugs can produce results exactly the opposite of what its designers had planned. <span>Companies can learn how to resolve the learning dilemma. What it takes is to make the ways managers and employees reason about their behavior a focus of organizational learning and continuous improvement programs. Teaching people how to reason about their behavior in new and more effective ways breaks down the defenses that block learning. All of the examples that follow involve a particular kind of professional: fast-track consultants at major management consulting companies. But the implications of my argument go far be




    It’s not enough to talk candidly. Professionals can still find themselves talking past each other.
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    Teaching Smart People How to Learn
    ctive, they weren’t resisting; they were focusing on the “real” causes. Indeed, they were to be respected, if not congratulated, for working as well as they did under such difficult conditions. <span>It’s not enough to talk candidly. Professionals can still find themselves talking past each other. The end result was an unproductive parallel conversation. Both the manager and the professionals were candid; they expressed their views forcefully. But they talked past each other, nev




    When you observe people’s behavior and try to come up with rules that would make sense of it, you discover a very different theory of action—what I call the individual’s “theory-in-use.” Put simply, people consistently act inconsistently, unaware of the contradiction between their espoused theory and their theory-in-use, between the way they think they are acting and the way they really act.
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    Teaching Smart People How to Learn
    how they actually behave. For example, the professionals on the case team said they believed in continuous improvement, and yet they consistently acted in ways that made improvement impossible. <span>When you observe people’s behavior and try to come up with rules that would make sense of it, you discover a very different theory of action—what I call the individual’s “theory-in-use.” Put simply, people consistently act inconsistently, unaware of the contradiction between their espoused theory and their theory-in-use, between the way they think they are acting and the way they really act. What’s more, most theories-in-use rest on the same set of governing values. There seems to be a universal human tendency to design one’s actions consistently according to four basic val




    Flashcard 6374176197900

    Tags
    #has-images #introduction-to-finite-element-analysis
    Question
    Obtenha a equação diferencial que modela a resposta mecânica de barras elásticas a forças de tração aplicadas.
    Answer



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    Flashcard 6374183537932

    Tags
    #has-images #introduction-to-finite-element-analysis
    Question

    Discorra sobre as condições de contorno associadas à equação diferencial mostrada abaixo.

    Answer


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    Flashcard 6374190877964

    Tags
    #has-images #introduction-to-finite-element-analysis
    Question
    Discorra sobre simetria, antissimetria e periodicidade.
    Answer



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    Flashcard 6374194547980

    Tags
    #has-images #introduction-to-finite-element-analysis
    Question

    Consider the differential equation shown below, which, together with specific boundary conditions, is a mathematical model of an elastic bar.

    Which assumptions are incorporated in the model?

    Answer

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    Flashcard 6374207655180

    Tags
    #has-images #introduction-to-finite-element-analysis
    Question


    Describe how to calibrate models A and B.
    Answer



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    Flashcard 6374214208780

    Tags
    #has-images #introduction-to-finite-element-analysis
    Question
    Discuss about the validation of a mathematical model, using the example of pull test applied to large elastic bars previously driven into the soil.
    Answer


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    Flashcard 6374220500236

    Tags
    #has-images #introduction-to-finite-element-analysis
    Question


    List the requisite for \([K]\) being a non-singular matrix.

    Answer

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    In one generation, the average job tenure has gone from ten years to less than three years. The U.S. Bureau of Labor Statistics reports that “among workers ages 60 to 64, 54% had been employed for at least 10 years with their current employer in January 2020, compared with 10% of those ages 30 to 34.”
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    Lifelong learning: an educational and economic necessity - Ness Labs
    ed and you might have switched to another company. But the number of places you would work at—not including small jobs during your studies—would rarely exceed three. Things are different today. <span>In one generation, the average job tenure has gone from ten years to less than three years. The U.S. Bureau of Labor Statistics reports that “among workers ages 60 to 64, 54% had been employed for at least 10 years with their current employer in January 2020, compared with 10% of those ages 30 to 34.” In addition, many people opt for non-traditional careers, opting for freelancing or entrepreneurship instead. For many, lifelong learning has become a necessity to adapt to this fast-pa




    Instead of relying on pre-formatted curriculums, many adults are choosing to design their own personal learning environments. Whether by using a note-taking app, buying an e-reader, or joining learning communities, these self-directed students are crafting a custom space with the tools and content they need to optimise their learning experience.
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    Lifelong learning: an educational and economic necessity - Ness Labs
    . Instead of formal training, they often use self-directed learning to acquire the knowledge they need to perform their current work and stay ahead of the curve. Personal learning environments. <span>Instead of relying on pre-formatted curriculums, many adults are choosing to design their own personal learning environments. Whether by using a note-taking app, buying an e-reader, or joining learning communities, these self-directed students are crafting a custom space with the tools and content they need to optimise their learning experience. There are also emerging technologies helping adults learn during the whole course of their lives, such as adaptive systems that offer a tailored learning experience based on the needs o




    Flashcard 6374241209612

    Tags
    #has-images #introduction-to-finite-element-analysis
    Question

    Proceed with the derivation.
    Answer

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  • Decide on your current learning goal. Your learning goals don’t have to be set in stone, but it’s usually helpful to focus on one or two goals at a time, especially if you’re not currently a full-time student and have other commitments in your life. Don’t be afraid of making it ambitious—you are making a commitment to learn, not to reach an imaginary finish line! In addition, your learning goals can be professional or personal. Whatever makes you feel curious makes for a great learning goal.
  • Map out your learning constraints. Once you have decided on a learning goal, you can start doing some research. What is available out there? Maybe you will find that your learning topic is quite niche, and there is only one online course covering it. Maybe it’s a popular topic, and you will have lots of options to choose from. What’s your budget? How much time can you commit? These are all important learning constraints which will determine how you design your learning environment.
  • Design your personal learning environment. You should now have a better idea of what is available to you in terms of content, budget, and time. Time to commit! Choose a course, a book, a tutor or any other way to work towards your learning goal. You can even combine different options based on your needs and challenges. Pick the tools you will be using, such as a note-taking app or a tablet. Depending on which strategy you picked to study your topic, you may need to get specific tools—an instrument, some ustensiles, some gear. It may be worth reading a couple of articles or watch a few videos to decide on what to buy, or flip through the summary of your books and courses to see if it includes some recommendations. Don’t spend too much time on designing your learning environment, as the most important step is to get started, and you will be able to tweak your set up in the future.
  • Practice metacognition. Once you have started learning, don’t just keep on repeating the same routine or using the same strategies. Practice metacognition to understand where improvements could be made. Journaling is a great way to reflect. You can use the Plus Minus Next method to perform a quick weekly review. Over time, the way you learn and your personal learning environment will incrementally get better. Bonus points if you learn in public by sharing your thoughts and challenges with the world.
  • Make it enjoyable. Don’t forget to have fun! Because you don’t have a fixed curriculum, you can mix and match different mediums to keep it interesting. It can also be more motivating to learn with others. Consider study groups, learning communities, or studying with a friend. And if after a while you really don’t enjoy a topic or find it irrelevant, good news: no teacher will force you to keep going. It’s absolutely fine to let go of a learning goal when it’s not a good fit anymore. You can just pick a new one. Just make sure you don’t switch goals every week.
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    Lifelong learning: an educational and economic necessity - Ness Labs
    ning often requires to switch from a pedagogical (instructor-driven) to an andragogical (adult-driven) approach. Here are some steps you can take to build a learning habit throughout your life. <span>Decide on your current learning goal. Your learning goals don’t have to be set in stone, but it’s usually helpful to focus on one or two goals at a time, especially if you’re not currently a full-time student and have other commitments in your life. Don’t be afraid of making it ambitious—you are making a commitment to learn, not to reach an imaginary finish line! In addition, your learning goals can be professional or personal. Whatever makes you feel curious makes for a great learning goal. Map out your learning constraints. Once you have decided on a learning goal, you can start doing some research. What is available out there? Maybe you will find that your learning topic is quite niche, and there is only one online course covering it. Maybe it’s a popular topic, and you will have lots of options to choose from. What’s your budget? How much time can you commit? These are all important learning constraints which will determine how you design your learning environment. Design your personal learning environment. You should now have a better idea of what is available to you in terms of content, budget, and time. Time to commit! Choose a course, a book, a tutor or any other way to work towards your learning goal. You can even combine different options based on your needs and challenges. Pick the tools you will be using, such as a note-taking app or a tablet. Depending on which strategy you picked to study your topic, you may need to get specific tools—an instrument, some ustensiles, some gear. It may be worth reading a couple of articles or watch a few videos to decide on what to buy, or flip through the summary of your books and courses to see if it includes some recommendations. Don’t spend too much time on designing your learning environment, as the most important step is to get started, and you will be able to tweak your set up in the future. Practice metacognition. Once you have started learning, don’t just keep on repeating the same routine or using the same strategies. Practice metacognition to understand where improvements could be made. Journaling is a great way to reflect. You can use the Plus Minus Next method to perform a quick weekly review. Over time, the way you learn and your personal learning environment will incrementally get better. Bonus points if you learn in public by sharing your thoughts and challenges with the world. Make it enjoyable. Don’t forget to have fun! Because you don’t have a fixed curriculum, you can mix and match different mediums to keep it interesting. It can also be more motivating to learn with others. Consider study groups, learning communities, or studying with a friend. And if after a while you really don’t enjoy a topic or find it irrelevant, good news: no teacher will force you to keep going. It’s absolutely fine to let go of a learning goal when it’s not a good fit anymore. You can just pick a new one. Just make sure you don’t switch goals every week. Lifelong learning is not just about educational goals—it has become an economic necessity. Luckily for us, it can be fun to keep on expanding our skill set, generate new ideas, and some





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    Flashcard 6374257200396

    Tags
    #has-images #introduction-to-finite-element-analysis
    Question

    Discuss about the energy space.
    Answer


    statusnot learnedmeasured difficulty37% [default]last interval [days]               
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