Downing – författare

Chalk is the most important source of fresh water in North-West Europe: more than eight million cubic metres of water are pumped daily from the aquifier. This work presents an authoritative survey of the origin, sedimentology, and hydraulic properties of this unique rock, and the chemical characteristics of the water it contains. The factors influencing the flow through the chalk and its role as a hydrocarbon reservoir in the North Sea are reviewed along with the threats that industrial chemicals, fertilizers, and pesticides present to the supply. The long-term implications of pollutants in this vital resource and the continuing ignorance of the factors that control the flow of water through the rock are highlighted.

ON COURSE: STRATEGIES FOR CREATING SUCCESS IN COLLEGE AND IN LIFE empowers you with the tools you need to take charge of your academic and lifelong success. Now in its 8th edition, ON COURSE presents the choices that successful students make. A self-assessment at the beginning of the text helps you identify behaviors and beliefs you may wish to change in order to achieve more of your potential in college and in life. Through short articles and distinctive guided journal entries, the author encourages you to explore and develop eight keys to your success: personal responsibility, self-motivation, self-management, interdependence, self-awareness, lifelong learning, emotional intelligence, and self-esteem. As you develop these skills, you'll find yourself making more effective choices and achieving greater success. In addition, the "e;Toolbox for Active Learners"e; provides extensive coverage of study skills that will help you excel in all of your college courses. Another self-assessment before and after the "e;Toolbox for Active Learners"e; will show you how much you've learned about being an effective learner.

ON COURSE: STRATEGIES FOR CREATING SUCCESS IN COLLEGE AND IN LIFE, STUDY SKILLS PLUS, 3rd Edition, empowers you with the tools you need to take charge of your academic and lifelong success. A self-assessment at the beginning of the text helps you identify behaviors and beliefs you may wish to change in order to achieve more of your potential in college and in life. Through short articles and distinctive guided journal entries, the author encourages you to explore and develop eight keys to your success: personal responsibility, self-motivation, self-management, interdependence, self-awareness, lifelong learning, emotional intelligence, and self-esteem. As you develop these skills, you'll find yourself making more effective choices and achieving greater success. The "e;Toolbox for Active Learners"e; provides numerous study skills that will help you excel in all of your college courses. As you learn these new strategies, you'll have the opportunity to practice applying them to solve academic challenges. With improved critical and creative problem-solving, you'll be able to achieve greater success in all parts of your life. Another self-assessment before and after the "e;Toolbox for Active Learners"e; will show you how much you've learned about being an effective learner.

I have written this book to put forward a new theory of reading­ the cognitive clarity theory. But the book is not all theory. I have tried to show how this theory can help students, teachers and parents to improve children''s education in reading at home and at school. Although the cognitive clarity theory is new, it is derived from other theories and from a wide range of educational, linguistic and psychological research. The cognitive clarity theory is thus a bringing together of the insights of many col­ leagues in these disciplines. What the theory owes to these colleagues is clearly acknowledged as the evidence is presented. But I must also be thankful for the experiences that have led me in this direction. I worked as a school teacher for nearly ten years before I became an experimental psychologist. During my years as a teacher I was often baffled by children''s difficulties in learning to read. Then, only two or three years after qualifying in psych­ ology, I had the good fortune to be chosen to plan and conduct the first large scale experiment on children''s reading in Britain.