On Adam Smith, Gordon Gecko and controls on self-interest
Maybe it’s due to technology, maybe the global economy or maybe the revelations about corporate behaviour as one company after another, melting down and asking for taxpayer aid, laid bare the truth behind their balance sheets. Layman and businessman alike have come to realise that the old taboos surrounding ways of behaviour in the business world no longer work – or perhaps worked inefficiently at best.
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In the Shadow of War
In the Shadow of War features the work of a generation of artists who rose to prominence in post-war Britain. Visual Arts Officer, Neil Walker talks us through the theme of this exhibition and the works included in the show. To watch a video about the sculpture featured in the exhibition visit: http://youtu.be/WWIq7hg4j6A To watch a video about Graham Sutherland’s ‘Crucifixion’ visit: http://youtu.be/NtrC4ZU_XnA Also on show in the Angear Visitor Centre is an exhibition by Nottingha
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Cisco-K@W on Enterprise Security Threats and Trends: Part 1
Cisco Chief Security Officer John N. Stewart and Wharton's Andrea Matwyshyn discuss the current network security environment. This is the first of a two part series on Enterprise Security.
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AIG Rescued but Crisis Continues
After refusing to bail out Lehman Brothers, the government agreed to an $85 billion loan to insurance giant AIG, effectively taking over the company. Knowledge@Wharton talked to Wharton insurance professors Olivia Mitchell and Kent Smetters to find out how the world's largest insurer got into this situation and how it can be prevented from happening again.
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Virtual Maths, Brick Density - Water Displacement method
Presentation explaining how to calculate the density of a brick using water displacement method.
Author(s): Leeds Metropolitan University

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ARGuing European Union Project - Games in Education

ARGuing will help teachers use the Internet within language education. The project is funded by the European Union within the Lifelong Learning programme.

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Author(s): acerview54

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Pervasive and Personal Learning Environments
This position paper provides some elements about the convergence of institutional and personal learning environments based on Web 2.0 as well as pervasive learning.
Author(s): Peter Yvan

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Supplementing Textbooks with Computer-Based Resources in the Primary EFL-Classroom
Compute-assisted language learning (CALL) should take place whenever it can support work which otherwise could have not been carried out as effectively. Teachers should choose computer-assisted activities which reflect and promote pupils’ existing abilities rather than neglect or marginalize them. The suggested activity here is the production of talking books – audio-visual multimedia slideshows. It requires pupils to use the listening and speaking skills of a storyteller rather than the readi
Author(s): Grossmann Schimon

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E-Learning practices and Web 2.0
In September 2005, more than 2 years ago O’Reilly published the original definition of the idea of Web 2.0. In the wake of this hype the similar changes in E-Learning have been summarized in the term “E-Learning 2.0”. This paper aims to give a consolidated review on the development in these two years; which technologies and trends proved to be enduring and how the concept of Web 2.0 has influenced ELearning in this time. The basic concepts summarized in the term E-Learning 2.0 are presented a
Author(s): Safran Christian,Helic Denis,Gütl Christian

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Developing an Architecture of Participation
This paper focuses on work undertaken through the European Commission funded Bazaar project to establish a community of practice for researchers and practitioners in open source software and open content. The paper considers the use of social software to support such a communitty of practice. It consiers some of the theories and ideas behind supporting communities before going on to outline the design of an Architecture of Participation.
Author(s): Attwell Graham,Elferink Raymond

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Internationalizing the Curriculum: Champlain College and the Global Module Project
Champlain College, a leader in both online and international education, uses the Internet to create Global Modules that link the students and faculty at two or three international educational institutions for shared online readings, discussion and teamwork. Students at Champlain have used the Global Modules format to discuss women’s issues with students in the U.A.E., terrorism with Jordanian students, globalization with Indian students, the peace movement with Austrian students and the Lebanon
Author(s): Scudder Gary Evans Jr.,Vincent Jennifer A.

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Telstra's Next G Network: Event Management of Australia-Wide Wireless Network Training Solutions
The Next G™ network is Telstra's next generation wireless broadband network, bringing high-speed broadband to mobile phones and laptops across Australia. All Telstra mobile customers - city or country - will have access to the same retail suite of services, whether it is the traditional mobile phone call, new video and entertainment services, or wireless broadband internet. One of the major challenges for Telstra in successfully rolling out the new national network is the ability to successful
Author(s): Sandler John

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Efficient object based streaming framework for web-based education
An efficient moving object extraction algorithm suitable for real-time content-based multimedia streaming systems is proposed in this paper. A Motion Vector (MV) based object extraction is used to dynamically detect the objects. To utilize the bandwidth efficiently, the important object can be real time detected, encoded, and transmitted with higher quality and higher frame rate than those of background. In order to meet the real-time requirement, no computationally intensive operation is includ
Author(s): Ahmad Ashraf M. A.,El-Seoud Samir A.

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Balancing situativity and formality: the importance of relating a formal language to interactive gra
A situated cognition theory is presented in which situated learning is viewed from a Vygotskian perspective: the developmental situativity theory. It is assumed that learning is basically a non-symbolic inductive process that is greatly enhanced by formal systems which act as tools. Instruction should provide students with an environment containing elements to allow for situated activity as well as with appropriate formal tools. Tarski's World, which is an instructional Interactive Graphical Rep
Author(s): van der Pal Jelke,Eysink Tessa

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A Grid-Based Approach for Processing Group Activity Log Files
The information collected regarding group activity in a collaborative learning environment requires classifying, structuring and processing. The aim is to process this information in order to extract, reveal and provide students and tutors with valuable knowledge, awareness and feedback in order to successfully perform the collaborative learning activity. However, the large amount of information generated during online group activity may be timeconsuming to process and, hence, can hinder the rea
Author(s): Xhafa Fatos,Caballé Santi,Daradoumis Thanasis,Zho

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E-learning environments in medical education: how pervasive computing can influence the educational
As pervasive computing is integrated incrementally with all facets of everyday life, it is reasonable to expect that its further proliferation may influence educational activities as well. Several such arguments have been thoroughly discussed in literature and several projects have been developed. However, little work has been done to investigate how pervasive computing can influence the medical educational process using e-learning platforms, and the prerequisites for such endeavours. In this pi
Author(s): Konstantinidis Stathis,Bamidis Panagiotis D.

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Transformative Communication in Project Science Learning Discourse
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Author(s): Polman Joseph L.,Pea Roy D.

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Adaptive Personalisation in Self e-Learning Networks
This paper presents some of the personalisation services designed for self e-learning networks in the SeLeNe project. A self e-learning network consists of web-based learning objects that have been made available to the network by its users, along with metadata descriptions of these learning objects and of the network’s users. The architecture of the network is distributed and service-oriented. The personalisation facilities include: querying learning object descriptions to return results tail
Author(s): Keenoy Kevin,Poulovassilis Alexandra,Papamarkos Ge

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A Discussion of Judah Schwartz's Chapter
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Author(s): Linn Marcia,Pea Roy D.

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