Learner

Having been introdueed to the eoneepts of operators, wavefunetions, the Hamiltonian and its Sehrodinger equation, it is important to now eonsider several examples of the applieations of these eoneepts. The examples treated below were ehosen to provide the learner with valuable experienee in solving the Sehrodinger equation they were also ehosen beeause the models they embody form the most elementary ehemieal models of eleetronie motions in eonjugated moleeules and in atoms, rotations of linear moleeules, and vibrations of ehemieal bonds. 

Another tool relates to presentation We decided to emphasize molecular modeling m the third edition ex panded its usefulness by adding Spartan electrostatic po tential maps m the fourth and continue this trend m the fifth Molecular models and the software to make their own models not only make organic chemistry more ac cessible to students who are visual learners they enrich the educational experience for all... 

Are global technology networks and collaborations fostered Are individual objectives supporting the plan Is individual work organized Are teams adequately chartered Are individual motivation factors understood and acted upon Are researchers becoming active learners ... 

Whilst you can, as an open learner, study where and when you want, do try to find a place where you can work without disturbance. Most students aim to study a certain number of hours each day or each weekend. If you decide to study for several hours at once, take short breaks of five to ten minutes regularly as it helps to maintain a higher level of overall concentration. 

The movement towards reform in medical teaching calls for the adoption of an integrated core curriculum involving small-group teaching and the recognition of the student as an active learner. 

There are increasing indications that the traditional education system in which the teacher plays the role of expert and the student that of a passive learner is undergoing reform in many medical schools. The trend can only grow. 

The learner was considered a blank slate, with no previous experience, knowledge and skills - prior learning was not considered to be important. 

Information and knowledge was intended to be transmitted to the recipient learner. 

The learner was expected to receive external knowledge and information from the all-knowing teachers and trainers, supplemented by literature. 

Learning is seen as a two-way process, with the learner interpreting and assimilating information and knowledge to their personal experiences and prior learning. 

Information from other people, books, personal experiences and/or practice is seen as new perspectives to be considered and possibly used to reconstruct the learner s existing internal knowledge - new information is no longer seen as information to be added to a store of knowledge. 

The individual s knowledge is seen as being personally created, in terms of schemata or constructs of understanding that can be added to, taken apart and reassembled in meaningful ways exclusive to the learner - the individual s knowledge is no longer about a store of transmitted information, nor a set of habits. 

Sharing networks and (other) learning resources with the learner, exposing the said learner to different and wider networks. 

Implementing the course with a view to achieving objectives involving instructing multiple learners in an appropriate way. 

Supporting individuals in discovering and defining their own development needs and setting their own objectives fostering independent learners. 

Varies between managers some create autonomous learners and some do not... 

One-way - Directive High dependency on to learner trainer for learning... 

In addition to mentors helping learners within their own organization, mentoring programs can help people develop in a wide range of situations ... 

In this chapter, we have considered the dimensions on which mentoring outperforms other methods of employee training and development. These include being an integrated approach, fostering motivated continuous learners, and effecting very rapid as well as customized development. 

You might also occasionally stop and ponder over a specific characteristic, wondering why a mentor has to possess it. The answer to that will always be the same all of the mentor characteristics described in this chapter are important to enable mentees to take charge of their learning. They are important to help mentees develop their own solutions, make their own decisions and become independent learners. To achieve this, mentors must be capable of ... 

Mentors wanting to help the learner understand an issue better. 

Enable them to become an independent, enthusiastic learner. 

A rough estimate is that alliances put together without any training will deliver meaningful results for one or both parties in perhaps three out of ten relationships. If the helper is well trained, the success rate rises to around seven out of ten. If the learner is also trained, both parties are likely to record significant benefits in nine out of ten relationships. If third parties are also trained to support the relationship, the success rate may be even higher. 

Successful relationships require mentees to seek, welcome, receive and utilize input from mentors, often within psychologically testing enviromnents. Some related research by David Clutterbuck on coaching relationships found that the way in which learners approached the coach had a major effect on the style of help that they received. Training coachees to prepare how they presented their issues to the coach made it much easier to get the appropriate response in style terms. Our view is therefore that mentee training is every bit as important and necessary as mentor preparation. 

Provide as many opportunities for input from learners as possible this can be done using the methods described below. 

Performance appraisal / Encouragement, motivation to learn / Help learner develop insights into causes of poor performance... 

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