4.2 When and where was the telephone invented?

I'd read in the past that the telephone was invented in 1876 by Alexander Graham Bell. However when I looked more closely at the history it turns out that the idea had been ‘in the air’ for almost half a century.

The distance communication technology of the time, the telegraph, was based on sending pulses of electricity along a wire to control an electromagnet at the receiving end. The sender completed an electric circuit by pressing a key and the receiver's electromagnet controlled
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2.6 Books and the internet as sources

Finally, let's come back to the different types of modern sources as indicated in Figure 1. Many of these types are familiar to you in one way or another, so we can be brief. The course A219 uses set books that students registered with the Open University are required to purchase. Three of them are clearly modern schol
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2.4.1 The theological persepective

If we are thinking about individual perspectives on religion, there are three very common and useful terms we can employ: theism, atheism and agnosticism. In everyday parlance, ‘theism’ denotes a belief in God (or, more broadly, a belief in divine or spiritual realities); ‘atheism’ denotes a conviction that there is no God (or divine or spiritual realities); and ‘agnosticism’ indicates a lack of certainty or knowledge (gnosis) one way or the other. Very broadly speaking, these per
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Acknowledgements

Prepared for the Course Team by Simon Buckingham Shum

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Tables

Tables 3.1 and
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2.2.2 A second diagram

This first representation can be developed in the way shown in Figure 11.

3.1 Evaluation while developing the vision

A project is often shaped through discussion among those developing the vision and direction of the project. They may agree in general terms about what is to be achieved, but have to make a number of choices before deciding how to proceed. It may be important to allow time for different views to be heard and considered, and for attitudes to change and – hopefully – converge.

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6 The stakeholders and their interests

Anyone in the organisation, or outside it, who has or might have a legitimate interest in the project and its outputs or outcomes, is a stakeholder. You need to identify these people and groups so that you can make sure you meet their expectations and manage the influence they may wish to exert over the progress of the project. Particularly important among the stakeholders will be:

  • the project sponsor – the person or group who set up the project, au
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1 1 Who are Europeans?

When I went to Loughborough for the first time I was pleasantly surprised as a social scientist to see that the town was twinned with Épinal, the French town where the founder of modern sociology, Émile Durkheim, was born. In fact, as you enter any major English town you are likely to see sooner or later a plaque indicating that the town is twinned with another European town. But what is the meaning of this practice?

After the Second World War, which pitched European state against Eur
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2.4 Information and communication technologies

The new economy is much more than a shift from manufacturing to services and the increased integration of economies on a global scale. It is also strongly linked to the development of ICT, which has facilitated the development of new processes and products, especially ‘knowledge goods’ which are described below.

The internet has increased the ‘connectivity’ or interconnectedness between economies by making textual communication possible in real time as well as providing a new me
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6 Conclusion

As you moved through the various techniques we can use to analyse media texts in Sections 2 to Section 4, you should have discovered how rich even the simplest text can be in its drawing on political, social and cultural meanings discernible by close attention. Textual analysis enables you to register and negotiate the polysemy of texts and to see how the preferred reading is not the only one available. The preferred reading may be given prominence, however, by anchoring or by the genre chose
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4.2.1 Introduction

Netiquette is the unwritten rules of good behaviour online. Although the principles are similar to face-to-face conversation, the limitations of a text-based medium mean you have to learn new techniques. Other people can't see the expression on your face or hear your voice, so it is what you write that sets the tone of the conversation.


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6.6 Inheritance

When several different classes that support the same protocol are implemented, there could be a lot of repetitive coding. Rather than duplicate code in different classes, most object-oriented systems allow for the sharing of the implementation of operations, by mechanism called inheritance. Using inheritance, one class can be defined as basically similar to another, and just the ways in which they differ can be implemented. Indeed, in the early days of object-oriented design, the use o
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5.2 What have I learned about my knowledge?

It is worth spending some time thinking back over what you have learned from the unit materials. The text and video have presented you with some challenging ideas and a wide range of perspectives. You have been asked to apply this to your own learning for change. As you look back over these, and at your responses to the activities, you will be reminded of the ground you have covered.

It may be helpful to think briefly about the perspectives that were the focus of each section:


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Learning outcomes

Having studied this unit you should be able to:

  • develop a strategy for using skills in application of number over an extended period of time;

  • monitor progress and and adapt your strategy as necessary, to achieve the quality of outcomes required;

  • evaluate your overall strategy and present the outcomes from your work.


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Introduction

This unit draws attention to the value of a sociocultural understanding of spoken language in the processes of teaching and learning. It focuses upon how language can be used for persuasion, control and argument, and how dialogue can act as an aid to development. Along with some background reading and activities this unit offers opportunities for the evaluation of some selected classroom talk.

This material is from our archive and is an adapted extract from Language and literacy in a
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5.1 Thinking about successful teamworking

Activity 7

0 hours 40 minutes

The objective of this activity is:

  • to think about your practice in relation to working with other professionals.
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1.1.2 Reporting speech

When reporting what people have said you need to pay attention to:

  • reporting verb, e.g. say, tell, suggest;

  • verb tense, e.g. says, said, tells, told, suggest, suggested;

  • pronouns, e.g. I, she, he, it, they;

  • words of time and place, e.g. today, tomorrow, here, there.

Notice the changes in the example below.


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El arte conceptual

Actividad 11

En esta actividad va a estudiar más a fondo el arte conceptual.

  1. Si usted sabe mucho sobre arte, haga el siguiente test, y luego compruebe sus respuestas leyendo el texto . Si prefier
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1.5.7 Referencing

We mentioned above that we need to reference sources to ensure we abide by copyright legislation. But there is another reason we need to give accurate references to items we use – so we can share it.

Consider this scenario. A friend says they’ve just read an interesting article where Joshua Schachter, founder of Delicious has spoken about why it isn’t a faceted search system, and you should read it. How would you go about finding it? Would you start looking in a news database, a s
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4.3.1 Child soldiers in Sierra Leone, Burma and Uganda

Figure 14
Figure 14 Child soldier with a gun in Sierra Leone.

Concern about child soldiers grew in the 1990s, with the conflict in Sierra Leone i
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