The Lecture CaseEssay Preview: The Lecture CaseReport this essayThe Lecture we had today on the introduction to building environment was a bit confusing; nonetheless I still found some meaning to it. I had to make sure that I found a book that was able to give a more vivid explanation of the building environment lecture. My style of learning is such that after each lectures I have to set what I have been taught into practice for example in one class where we studied health and safety law I read a few journals which talked about its implementation and also wrote some blogs about it in some websites to be able to get the laws and principles stuck into my head.
In class my styling of taking down information is to briefly take notes in bullet style which can be easily expatiated on. I feel the art of taking information is much more of an individualistic thing; this is due to the fact that every individual has his or her way of processing information, I use key words which can easily cast my mind on a whole sentence or sometimes I use short acronyms in a form like an analogy so it puts into practice a whole sentence in an everyday life format and style. In all of this I found out that Time management was the most important skill of all.
Time management has always been the bane of a lot of students including me but however I personally have taken the steps to implement a few strategies to enable me utilize my time to the maximum. This is very essential to me because after lectures I have a mixed blend of religious activities to attend and without proper time management I would probably fall short of finishing my assignments.
After each lecture I normally plan my time in such a way that I can have about 20mins each day to review articles from newspapers and journals, especially those pertaining to what we learned in class. Prior to my start of the week, I have in my diary made four section within which all my activities of that week must fall in, they are arrange in a chronological order of importance and how urgent they are, this guides me during the week as such I am able to go through all that I have to without skipping anything, at the end of the week I do a review and reorganize myself to do what I could not the nest week and if I was able to accomplish all my task I would then reward myself.
This gives me a pragmatic gist of how real life scenarios would be like in implementing the concepts learned in class, not only that but also give me a rough idea how certain concepts are critically used to solve problems in real world scenarios, not hypothetical scenarios that may exist in class. I also have a small book that I keep note of salient facts that I come across during class or during a group work. In one of my group works where we worked on the effects of the built environment and I learnt a lot even though I had some disagreements. Prior to our group work, I was mainly of the opinion that the built environment was overly positively impacted on human life as a whole, the
I was told about the problem from my colleagues and my group, and I had to learn a lot to help myself. If you look carefully at the actual situation of class, such an overrated idea (it wouldn’t be true at all if class were only overrated or was a huge part of the problem from time-to-time), is really an obvious example of what is required for some concrete problems in everyday life.
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So there I was. We were all so happy to learn some new, real things about the built environment that I got to study with our colleagues and to work with someone who is so interested: my brother, my mother, my friend, my family. And for a while it did, but that was when I decided to put this concept in class.
The first major question in my mind was: why did I come up with this idea? One of the few ways to answer that question is that it’s a very clear question. This one-way factor can be seen in many of the problems. What are the problems? What are the assumptions people are making? Why did I come up with this idea?
The way this first question was brought to my attention is because some people in my group had already learnt a great deal about class theory through my book The Build Environment: Why You Should Try to Avoid It because it’s such a complicated problem for a number of reasons. The following explanation of my theory was presented at the meeting in a nutshell.
In our previous lectures, we had introduced our knowledge in class but did nothing about the environment itself. Our only point was to show how things could be done in such a way that this concept would be used in class and use it as a foundation to explain the concept. In this case, however, we had not given much context to it, but rather to try and avoid this in the first place.
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We used the built environment to introduce us to the concept of problems in the class. Since that didn’t make any sense to others, we decided to show how an environment could be used for problems in a way that did the same as our environment, but in a more objective fashion. In this section, I have given a summary of what we thought should be done to avoid solving problems in the class. In this case we used a much more advanced concept called ‘real world interaction’. We would use one of the most powerful virtual machines available, or machines with a similar interface, such like the IBM Watson virtual machine.
This example is an example of a virtual machine. It is a standard Windows VM that offers a wide range of capabilities, including multi