Jon Snow - The Best and Worst of Times in 21st Century Journalism
Jon Snow is an English journalist and presenter, currently employed by ITN. He is best known for presenting Channel 4 News. Here he discusses the past, present and future of broadcasting and british media. This talk is also available on CUTV
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Is there a Crisis in World Journalism? Jeremy Paxman
Jeremy Paxman is a prominent and noteworthy presenter known and praised his abrasive and straightforward style of interviewing. He started his career in a local radio at BBC radio Brighton and in 1977, he became a part of BBC’s current affairs programme, Tonight. Was a reporter for Panorama and contributed to television programmes like Six O'Clock News and Breakfast Time. Owing to his commanding verbal skills, Jeremy Paxman became the anchor of BBC Two television programme, Newsnight. In 2003,
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Being TV’s Shakespeare - Paul Abbott
Paul Abbott is a BAFTA winning English television screenwriter. He has become one of the most critically and commercially successful television writers working in Britain today. Here he discusses writing for the screen, the state of British drama and Shameless USA.
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How I Write - Andrew Davies
Andrew Davies has written screenplays for Pride and Prejudice, Middlemarch, Vanity Fair, Wives and Daughters and Tipping the Velvet and many more. He is considered to be British television's adaptation master. In this Coventry Conversations he discusses his approach to writing.
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The Election in Numbers - Roger Mortimer, MORI
Dr Roger Mortimore is Director of Political Analysis at Ipsos MORI. He was co-editor of the last two Political Communications studies of British general elections, and co-author of a number of other books on British elections. Here he discusses statistics and polls undertaken throughout this years general election, including how the exit poll managed to predict the result so accurately. To see the slides from this presentation visit http://cutoday.wordpress.com/2010/05/14/election-results-just-
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Developing research identities: effective mentoring for teacher educators
This resource is a summary of a paper presented at the British Educational Research Association (BERA) Annual Conference in September 2009. It outlines the findings of a small scale research project focussing on the developing research trajectories of six teacher educators and their mentors in two different higher education institutions, in order to identify effective mentoring practices and other forms of support as well as potential barriers to the development of a research identity.
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Glyphers: Deciphering Mayan Society
Host Marcia Alvar speaks with Linda Schele, Professor of Art at the University of Texas at Austin, and co-author of "Maya Cosmos: 3000 Years on the Shaman's Path." Professor Schele recounts her first involvement in the study of the Maya and in deciphering the Mayan glyphs. She discusses the stories and events told by the glyphs, and how they have redefined or disproved our previous conceptions of the Mayan society.
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References
William Wilberforce, the politician and religious writer, was instrumental in the abolition of slavery in Britain in 1807. This unit explores Wilberforce’s career and writings and assesses their historical significance. In particular it examines the contribution that Evangelicalism, the religious tradition to which Wilberforce belonged, made in the transitions between the Enlightenment and Romanticism. Throughout it relates Wilberforce’s career and writings to wider social and cultural devel
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Learning outcomes
William Wilberforce, the politician and religious writer, was instrumental in the abolition of slavery in Britain in 1807. This unit explores Wilberforce’s career and writings and assesses their historical significance. In particular it examines the contribution that Evangelicalism, the religious tradition to which Wilberforce belonged, made in the transitions between the Enlightenment and Romanticism. Throughout it relates Wilberforce’s career and writings to wider social and cultural devel
Author(s): The Open University

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References
Britain was the first country to industrialise, and it acquired the largest empire ever during this same period. But its sphere of economic influence extended far beyond the boundaries of the formal British Empire. This unit focuses on the economics of empire, using a case study of one town, Dundee in eastern Scotland, to explore this huge topic.
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Acknowledgements

‘Science in the Scottish Enlightenment’ (by Michael Bartholomew and Peter Morris) is Chapter 11 in The Rise of Scientific Europe 1500–1800 (eds David Goodman and Colin A Russell) © 1991, 2003 The Open University. This chapter has been adapted for OpenLearn.

The text The Rise of Scientific Europe 1500–1800 forms part of OU course AS208 The rise of scientific Europe.

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Acknowledgements

Author Details

This unit was prepared for TeachandLearn.net by John Morgan. John works at Bristol University where he teaches on the geography PGCE course. Before that he taught geography in schools and colleges. He is the co-author of Essential AS Geography (2000) Nelson Thornes and Teaching to Learn Geography (forthcoming) RoutledgeFalmer.

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Acknowledgements

Author Details

Philippa Hulme taught science in British and African schools for 15 years. She now tutors on the PGCE courses at Oxford University and the Open University, as well as training VSO volunteers. She is also an editor for Science UPD8, an initiative of the Association for Science Education and Sheffield Hallam University.

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References

Barnes, D. and Todd, F. (1995) Communication and Learning Revisited, Portsmouth, N. H., Heinemann.
Bennett, N. and Cass, A. (1989) ‘The effects of group composition on group interactive processes and pupil understanding’, British Educational Research Journal, 15, pp. 119–32.
Bennett, N. and Dunne, E. (1992) Managing Classroom Groups, Lo
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Learning outcomes
Active galaxies provide a prime example of high energy processes operating in the Universe. This unit gives an overview of active galaxies, including the supermassive black holes that power the engines at their centres, and the emission processes by which we detect and study them. It also gives practice in mathematical techniques for analysing data and theoretical models.
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This unit focuses on the substance of environmental responsibility – what matters. The question ‘What should constitute our prime focus of attention?’ can prompt different responses. We consider two points of contrast in differing focuses on what matters: 1 a distinction between nature and the environment 2 a distinction between nature/environment and related human interactions
Author(s): The Open University

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Learning outcomes
This unit focuses on the substance of environmental responsibility – what matters. The question ‘What should constitute our prime focus of attention?’ can prompt different responses. We consider two points of contrast in differing focuses on what matters: 1 a distinction between nature and the environment 2 a distinction between nature/environment and related human interactions
Author(s): The Open University

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Acknowledgements
The landscape of the British Isles has undergone dramatic changes during the history of the Earth, from shallow sea to desert to the familiar terrain of the 21st century. In this unit you will explore the processes that have shaped the British landscape over time, gaining insight into the geological evolution of the entire planet.
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7 Unit questions
The landscape of the British Isles has undergone dramatic changes during the history of the Earth, from shallow sea to desert to the familiar terrain of the 21st century. In this unit you will explore the processes that have shaped the British landscape over time, gaining insight into the geological evolution of the entire planet.
Author(s): The Open University

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6 Unit summary
The landscape of the British Isles has undergone dramatic changes during the history of the Earth, from shallow sea to desert to the familiar terrain of the 21st century. In this unit you will explore the processes that have shaped the British landscape over time, gaining insight into the geological evolution of the entire planet.
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2