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INFO2009 2012-13 Resource Group 21
INFO2009 2012-13 Resource Group 21 - Su White Keywords:CW2 , student work , 2012-13
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Colloquium Week 5: "Funding Conservation and Development in the Dominican Republic"
A Paper detailing fieldwork analysing funding for conservation and development in the Dominican Republic. The debate over the best way to conserve biological resources while allowing for the development of communities that live around or in and work with those resources has long been contentious. The degree to which forest residents, subsistence farmers, and indigenous tribes degrade or protect biodiversity remains unresolved, as does the best way to merge the interests and needs of communities
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Public Lecture: Boats, asylum and public perceptions
The right to seek asylum and the need to protect refugees in accordance with the Refugee Convention are well established principles of international law. Is the public debate on asylum-seekers arriving in Australia by boat undermining these fundamental principles? How does the public really perceive asylum-seekers and refugees, and how are those perceptions formed and changed? This public lecture discusses the above topics. Speakers include: Richard Towle, UNHCR Regional Representative for Au
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Livelihood Capacity and Adaptive Strategies to Climate Change of Rice-Based Farming Households in th
By: UP Los Baños Presentation by Dr. Le Cahn Dung, Head, Department of Social Economic and Policy Study, Mekong Delta Development Research Institute, Can Tho University, Vietnam. Delivered during the International Conference on Climate Change Impacts and Adaptation for Food and Environmental Security, November 21-22, 2012 at SEARCA, UPLB, College, Laguna, Philippines.
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Climate Change and Food Security: Challenges, Success and Opportunities in Bangladesh
By: UP Los Baños Presentation by Mr. Mohammad Alamgir, Senior Scientific Officer (Forestry), Ministry of Water Resources, Bangladesh. Delivered during the International Conference on Climate Change Impacts and Adaptation for Food and Environmental Security, November 21-22, 2012 at SEARCA, UPLB, College, Laguna, Philippines.
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2.7 Inferring relationships of common ancestry

Activity 6

0 hours 10 minutes

This clip addresses the question of how one might go about building a tree, or inferring relationships of common ancestry, by recognising evolutionary novelties, or share
Author(s): The Open University

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2.3 Moving about

Water is more viscous than air, so it can take more effort to move through water (try running in a swimming pool). Friction between the body and the water causes turbulence, which holds a swimmer back, and the faster the swimmer tries to move, the greater the turbulence. One way of avoiding the problem is to leave the water for short periods and travel through air, and some of the smaller pinnipeds and cetaceans resort to ‘porpoising’, leaping from the water for short periods when they ne
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7.5 Summary of Section 7

  1. The equilibrium constant of a reaction is fixed at any particular temperature. It depends only on the natures of the initial reactants and the final products; what happens as reactants change into products has no effect on the equilibrium constant or position of equilibrium.

  2. The rate of a chemical reaction is affected both by the temperature and by the pathway (reaction mechanism) through which reactants change into products. This pathway c
    Author(s): The Open University

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4.6 Summary of Section 4

  1. The chemical formulae of many substances can be understood by arguing that their atoms attain noble gas structures by chemical combination.

  2. In ionic compounds, this is achieved by the transfer of electrons from one atom to another; in molecular substances, it happens through the sharing of electron pairs in covalent bonds. But in both cases, bonds between atoms consist of shared pairs of electrons. In covalent compounds the sharing is fairl
    Author(s): The Open University

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3.4 Probability currents

The expressions we have derived for reflection and transmission coefficients were based on the assumption that the intensity of a beam is the product of the speed of its particles and their linear number density. This assumption seems very natural from the viewpoint of classical physics, but we should always be wary about carrying over classical ideas into quantum physics. In this section we shall establish a general quantum-mechanical formula for the beam intensity. The formula will be consi
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2.3 Calculating probability

If a process is repeated in identical fashion a very large number of times, the probability of a given outcome is defined as the fraction of the results corresponding to that particular outcome.

Babylonian mathematics
This unit looks at Babylonian mathematics. You will learn how a series of discoveries have enabled historians to decipher stone tablets and study the various techniques the Babylonians used for problem-solving and teaching. The Babylonian problem-solving skills have been described as remarkable and scribes of the time received a trainng far in advance of anything available in medieval Christian Europe 3000 years later.Author(s): Creator not set

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Introduction

This unit provides an overview of the processes involved in developing models. It starts by explaining how to specify the purpose of the model and moves on to look at aspects involved in creating models, such as simplifying problems, choosing variables and parameters, formulating relationships and finding solutions. You will also look at interpreting results and evaluating models.

This unit, the third in a series of five, builds on the ideas introduced and developed in Modelling poll
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Introduction

In unit MSXR209_1 you saw how some of the stages of a mathematical modelling process can be applied in the context of modelling pollution in the Great Lakes. In this unit you are asked to relate the stages of the mathematical modelling process to another practical example, this time modelling the skid marks caused by vehicle tyres. By considering the example you should be able to draw out and clarify your ideas of mathematical modelling.

This unit, the second in a series of five, builds
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Introduction

This unit explores a real-world system – the Great Lakes – where mathematical modelling has been used to understand what is happening and to predict what will happen if changes are made. The system concerned is extremely complex but, by keeping things as simple as possible, sufficient information will be extracted to allow a mathematical model of the system to be obtained.

This unit is an adapted extract from the course Author(s): The Open University

5.3 Powers

Having discussed nth roots, we are now in a position to define the expression ax, where a is positive and x is a rational power (or exponent).

Definition

If a > 0, m Author(s): The Open University

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5.1 Arithmetic with real numbers

At the end of Section 1, we discussed the decimals and asked whether it is possible to add and multiply these numbers to obtain another real number. We now explain how this can be done using the Least Upper Bound Property of Author(s): The Open University

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6.2 Getting the feel of big and small numbers

Very small and very large numbers can be difficult to comprehend. Nothing in our everyday experience helps us to get a good feel for them. For example numbers such as 1099 are so big that if Figure 1 was drawn to scale, you would be dealing with enormous distances. How big is big?

First express 1 000 000 000 in scientific notation as 109. Next, to find out how many times bigger 1099 is, use your calculator to divide 1099 by 109
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3.1.1 Try some yourself

1 Express each of the following numbers in scientific notation.

  • (a) Light travels 9460 700 000 000 km in a year.

  • (b) The average distance from the centre of the Earth to the centre o
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2.1 The impact of a power

Here is a tale based on an ancient Eastern legend, which gives an idea of the impact of raising a number to a power.

Example 6

A long time ago there lived a very rich king whose son's life was saved by a poor old beggar woman. The king was naturally very grateful to the woman, so he offered to
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