2.5 Air circulation At this stage, air circulation enters and plays a dual role. Firstly, winds transmit moisture horizontally from one location to another. In this way, moisture derived from oceanic evaporation can be transported many miles to a land mass. Secondly, convective or vertical currents arising from unequal heating or cooling can transmit moisture upwards. When it cools, some of the water vapour condenses. It is from these currents that most precipitation develops.
1 Learning to learn (Please refer to Reading 1, Learning and reflection, by Mary Thorpe)This unit is about developing your effectiveness as a learner. For example, there are activities which invite you to apply theories to practice and also to criticise theories in the light of practical experience. In these and other ways you will be encouraged to bring your own experience into the study of the unit. The idea of asking you to use ideas, not just to remember them, and to bring your own experience into studying,
3.5 Design of the bridge The design of the original structure was governed by applicable standards in 1926. The official inquiry found that the design and build fell within those limits, the most important being the allowable stress in the eye-bar chain of 345 MPa. The steel was to be made with a maximum elastic limit of 520 MPa, with a safety factor on the strength of the steel of 2.75. It was argued at the time that over 70 per cent of the load was from the self-weight of the structure. Other suspension bridges of
3.1 Categories of fiction A genre is a particular type or category of fiction. It can apply to both the long and short form (Author(s):
1.2 Round and flat characters What about minor or peripheral characters? How deeply do they have to be imagined?
Click on 'View document' below to read the section called ‘Round and flat characters’. Showing the contradictions in charac 8.6 The Dakshineswar temple I want you now to follow a worshipper on a ‘pilgrimage in miniature’ around Dakshineswar temple on the outskirts of Calcutta. Before you read further, please study carefully the plan of Dakshineswar temple in Figure 14. 3.2 Assumptions We are beginning to see that many of the assumptions we hold about the characteristics of ‘religion’ are given to us by the society we live in or by our immediate community, which for some people may be a religious community. Don't lose sight of your assumptions about religion. At this point, it may be that you have not thought much about them before, or you may be personally hostile to religion, or be approaching this unit from the standpoint of a very specific, personal religious convic 1.4 Video follow-up Did the programme add to your factual knowledge? You might like to pursue the question of whether Sunday should be preserved on religious grounds or as a day of common rest for purely social and recreational reasons, or whether provision should be made both to preserve Sunday as a Christian day of worship and to allow members of other faiths rights to take time off work or school on other days of the week to perform worship and to celebrate their own festivals. You might want to test your res 1.1 The videos: religion in Liverpool The following clips take a look at religion in Liverpool. You will hear people with different beliefs speaking for themselves. This will provide you with the ‘raw data’ of religion as lived. The clips are intended to provoke reflection and discussion, including disagreement, about the topic of religion. At its simplest level the video clips provide descriptive insights into the beliefs and practices of a range of communities in the city of Liverpool. It thus provides a visual 2.4 Activities 9 and 10 Watch the next segment of video. Once you’ve watched the video, jot down some notes on what you learnt about how the Grand Louvre meets the needs of today. Click to view video 5.1 Relativising the Holocaust? In the wake of the Soviet armies during 1944–45 came police units. In Poland the communist Office of State Security (Urzad Bezpieczerstwa Publicznego, UB) refilled former Nazi camps and prisons with civilians, many of whom were Germans innocent of any offence other than that of being German. Somewhere between 60,000 and 80,000 died as a result of UB behaviour in the camps and prisons; victims were beaten, tortured, starved, killed. One of the only researched UB units is that which op 4.1 The killers – portrayal and reality Read Document II.11, Himmler's speech to the Gauleiter (leaders of the territorial divisions of the Nazi Party, found under the link below) of 6 November 1943, and answer the following questions: 1.2 Anti-Semitism Anti-Semitism was not an invention of the twentieth century, nor was it simply a German phenomenon. In the years before 1914 violent pogroms were directed against Jews, who were made scapegoats for the problems of the Russian Empire. The flight of Jews from the east, first to escape the violent prejudices unleashed periodically in Tsarist Russia and then to escape the upheavals in the aftermath of World War I, sharpened the anti-Semitism which was already to be found in the west of Europe. Th Learning outcomes By the end of this unit you should have: a perception of the enormity of the events under discussion; a recognition of the kinds of ideas and incidents which may have prompted them; an awareness of the historical arguments surrounding the Holocaust; an awareness of the relationship between the Holocaust and the war. References 1.6 The social context of Babylonian mathematical activity The extant mathematical tablets from the Old Babylonian period fall broadly into two categories, table texts and problem texts. You have seen examples of both of these. The weighing-the-stone problem with which we started is from a problem text, while all the others—the table of squares, the reciprocal table and Plimpton 322—are table texts, tablets consisting solely of tables of numbers. Several hundred table texts have been found, and many types of calculations appear to h 4.6 Contemporary reactions Wilberforce’s underlying conservative inclinations and his vested interest in the existing social order led him to emphasise those aspects of Christianity that are conducive to stability rather than the more radical strands of Jesus’ teaching. Nevertheless, there is no doubt of Wilberforce’s absolute conviction of the reality of an afterlife and, consequently, of the spiritual perspective in which life as we know it has to be viewed. Herein was an outlook fundamentally different from th 4.2 The ‘inadequate consciousness of the real teachings of Christianity’ Following the Introduction, Wilberforce describes what he regards as an inadequate consciousness of the real teachings of Christianity among those who profess to adhere to it. This ignorance is grounded in a widespread failure to study the Bible in any depth and detail. He then expounds the Evangelical view of human nature as fundamentally corrupt, evil and depraved, as against the ‘professed Christian’ view that it is ‘naturally pure and inclined to all virtue’. In this darkly pessim 3 Britain in the 1790s A problem that has exercised historians for many years is, put in its most concise form: why was there no revolution in Britain in the 1790s? The question is a significant one here, because religious factors have formed an important strand in the answers that have been given. The intellectual trend was set by the publication in 1913 of England in 1815, in which the French historian Elie Halévy (1870–1937) argued that the growth of Methodism in this period was a key factor in the Bri 2 Britain and the French Revolution In Reflections on the Revolution in France (1790) Edmund Burke (1729–97) made clear his hostile reaction to the Revolution, which he perceived as a dangerous destruction of tradition and continuity in favour of abstract Enlightenment principles. On the other hand, there was a substantial cross-section of British opinion that initially warmly welcomed the Revolution, including Wilberforce himself, as well as much more radical individuals, such as Thomas Paine (1737–1809). Init
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