Conceptual Foundations of International Politics - Columbia University
Under the guidance of Professor Lisa Anderson, Conceptual Foundations of International Politics is a graduate course at Columbia's School of International and Public Affairs which examines many of the central concepts, theories, and analytical tools used in contemporary social science to understand and explain international affairs.
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What does a picture or image tell you? This unit is an introduction to analysing and interpreting photographs as social data. Who controls what the image is saying? You will look at how photographs provide visual evidence and how they can illustrate and support our ideas about society.
Author(s): The Open University

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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

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School governors need to be involved in the monitoring and evaluation of secondary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated.
Author(s): The Open University

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School governors need to be involved in the monitoring and evaluation of secondary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated.
Author(s): The Open University

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School governors need to be involved in the monitoring and evaluation of primary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated.
Author(s): The Open University

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School governors need to be involved in the monitoring and evaluation of primary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated.
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

Learning outcomes
School governors need to be involved in the monitoring and evaluation of primary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated.
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

Acknowledgements
Some of Britain’s most dramatic scenery is to be found in the Scottish Highlands. The sight of mighty Ben Nevis, the desolate plateau of the Cairngorms, or the imposing landscapes of Glen Coe can unleash the call of the wild in all of us. Although these landforms were largely carved by glacial activity that ended some 10,000 years ago, the rocks themselves tell of a much older history. The Highlands are merely eroded stumps of a much higher range of ancient mountains. This unit is an account o
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

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Some of Britain’s most dramatic scenery is to be found in the Scottish Highlands. The sight of mighty Ben Nevis, the desolate plateau of the Cairngorms, or the imposing landscapes of Glen Coe can unleash the call of the wild in all of us. Although these landforms were largely carved by glacial activity that ended some 10,000 years ago, the rocks themselves tell of a much older history. The Highlands are merely eroded stumps of a much higher range of ancient mountains. This unit is an account o
Author(s): The Open University

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‘This is the way the world ends / Not with a bang but a whimper.’ (T.S. Eliot) But how about the way the world begins? Was this the biggest bang of all? This unit will introduce you to the theory of the Big Bang and will present the three main lines of experimental evidence that support this theory.
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

Learning outcomes
‘This is the way the world ends / Not with a bang but a whimper.’ (T.S. Eliot) But how about the way the world begins? Was this the biggest bang of all? This unit will introduce you to the theory of the Big Bang and will present the three main lines of experimental evidence that support this theory.
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

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The most ‘important and greatest puzzle’ we face as humans is ourselves (Boring, 1950, p. 56). Humans are a puzzle – one that is complex, subtle and multi-layered, and it gets even more complicated as we evolve over time and change in different contexts. When answering the question ‘What makes us who we are?’, psychologists put forward a range of explanations about why people feel, think and behave the way they do. Just when psychologists seem to understand one bit of ‘who we are’
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

Learning outcomes
The most ‘important and greatest puzzle’ we face as humans is ourselves (Boring, 1950, p. 56). Humans are a puzzle – one that is complex, subtle and multi-layered, and it gets even more complicated as we evolve over time and change in different contexts. When answering the question ‘What makes us who we are?’, psychologists put forward a range of explanations about why people feel, think and behave the way they do. Just when psychologists seem to understand one bit of ‘who we are’
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

Gordon Brown: 'moral coward?'
 In the latest pre-election volley David Cameron has accused Gordon Brown of 'moral cowardice' on the issue of the deficit, calling on him to make cuts, and not spend.

The Prime Minister though has hit back saying he has been proven right and will continue with his strategy on the economy.

Professor Steven Fielding looks at the latest in the build-up to Election 2010 and looks ahead to the Iraq inquiry,
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IGC Growth Week 2010 - Industrial Productivity
What do we know about the importance of industrial productivity to a country's standards of living, both in absolute terms and relative to agricultural productivity, to improvements in capital intensity and to improvements in schooling? What do we know about the sources of industrial productivity growth, especially in the developing world? Drawing on evidence from India, China, and Mexico, Chang-Tai Hsieh delivers the second policy lecture of Growth Week 2010. He is joined in discussion by a dis
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IGC Growth Week 2010 - Reforming Educational Systems
Michael Kremer discusses issues surrounding reform of education systems in developing countries based on evidence from studies on incentive mechanisms, peer effects and other interventions.
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Applying Competence Structures for Peer Tutor Recommendations in CSCL Environments.
Competence structures of the content and competence modelling of the learners provide well-suitable means for finding appropriate peer tutors in CSCL based on asynchronous messaging and annotations. Various criteria for the appropriateness of potential peer tutors can be discussed. An internet-based system used as a large scale Web experiment can then also deliver data for evaluating such criteria.
Author(s): Heller Jürgen,Hockemeyer Cord,Albert Dietrich

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Off-Task Behavior in the Cognitive Tutor Classroom: When Students "Game The System".
We investigate the prevalence and learning impact of different types of off-task behavior in classrooms where students are using intelligent tutoring software. We find that within the classrooms studied, no other type of off-task behavior is associated nearly so strongly with reduced learning as "gaming the system": behavior aimed at obtaining correct answers and advancing within the tutoring curriculum by systematically taking advantage of regularities in the software's feedback and help. A stu
Author(s): Baker Ryan,Koedinger Kenneth R.,Corbett Albert T.,

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6.047 Computational Biology: Genomes, Networks, Evolution (MIT)
This course focuses on the algorithmic and machine learning foundations of computational biology, combining theory with practice. We study the principles of algorithm design for biological datasets, and analyze influential problems and techniques. We use these to analyze real datasets from large-scale studies in genomics and proteomics. The topics covered include: Genomes: biological sequence analysis, hidden Markov models, gene finding, RNA folding, sequence alignment, genome assembly Networks
Author(s): Kellis, Manolis,Galagan, James

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

How to write persuasively
This resource includes content and activities about writing persuasively. It provides examples and information related to structure, argument and evidence as well as the use of a bibliography.
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