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Learning outcomes

After studying this unit you should be able to:

  • understand the relationship between technological change and industrial revolutions;

  • appreciate the pervasive effect that new technologies can have on the economy and, in particular, on productivity;

  • understand how industry dynamics can be analysed using the ‘industrial life cycle’ model;

  • use data and historical examples to support economic arguments.

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Introduction

This unit takes one aspect of the debate concerning the new economy – innovation in the form of the introduction of information and communication technologies – and places it in the historical context of industrial revolutions. Is the new economy really new or ‘just another’ industrial revolution?

This unit is an adapted extract from the course Economics and economic change<
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1.2 Working abroad

The extract from a newspaper article in Example 1 provides insight into the problems of working abroad.

Example 1

Working abroad is often considered the chance of a lifetime. Living and working in a foreign country with all expenses paid; what more could anyone want?

In a surprising n
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References

Anderson, B. (1983) Imagined Communities: Reflections on the Origin and Spread of Nationalism, London, Verso.
Archard, D. (1995) ‘Myths, lies and historical truth: a defence of nationalism’, Political Studies, vol.43, no. 3.
Baogang He (2002) ‘Referenda as a solution to the national-identity/boundary question: an empirical critique of the theore
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The Mummified Troll: Devising a Protection Plan
Students are introduced to the parameters of an engineering challenge in which their principal has asked them to devise an invisible security system to cost-effectively protect a treasured mummified troll, while still allowing for visitor viewing during the day. Students generate ideas for solving the grand challenge, first independently, then in small groups, and finally, compiled as a class.
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What Will Biodegrade?
Students investigate what types of materials biodegrade in the soil, and learn what happens to their trash after they throw it away. The concepts of landfills and compost piles will be explained, and the students will have an opportunity to create their own miniature landfill in which the difference between organic and inorganic waste will become clear.
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Put a Spark In It! - Electricity
Uncountable times every day with the merest flick of a finger each one of us calls on electricity to do our bidding. What would your life be like without electricity? Students begin learning about electricity with an introduction to the most basic unit in ordinary matter, the atom. Once the components of an atom are addressed and understood, students move into the world of electricity. First, they explore static electricity, followed by basic current electricity concepts such as voltage, resista
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Raging Rivers
The lesson introduces students to the steps of the water cycle and rivers. They think about the effects of communities, sidewalks and roads on the natural flow of rainwater. Students also learn about the role of engineering in community planning and protecting our natural resources.
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Introduction

This unit is based on a chapter from the book Living Political Ideas, which is part of the current course DD203 Power, Equality and Dissent. It really attempts to do two things at once. It is about the core concepts and processes with which human groups that think of themselves as nations challenge the existing order and assert their right to a state of their own. And at the same time it is a kind of gentle introduction to how to study political ideas. It is more theoretical, or
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Activity 5: Ways of thinking
We know that culture guides the way people behave in society as a whole. But culture also plays a key role in organisations, which have their own unique set of values, beliefs and ways of doing business. This unit explores the concepts of national and organisational culture and the factors that influence both.
Author(s): The Open University

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Activity 1: Defining culture
We know that culture guides the way people behave in society as a whole. But culture also plays a key role in organisations, which have their own unique set of values, beliefs and ways of doing business. This unit explores the concepts of national and organisational culture and the factors that influence both.
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3.4 Communicating your request
Legacy fundraising, big-gift seeking are all part of the professional fundraiser's role. This unit will help you to gain the skills necessary to persuade individuals to become donors. How do you change people's ideas about methods of giving, moving them from casual street donations to regular direct debit giving?
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Learning outcomes

After studying this unit, you should be able to:

  • understand the process of political devolution in the UK;

  • relate this process to both historical developments and to the wider context of contemporary events in Europe;

  • practise the skill of reading, summarising and evaluating academic arguments;

  • engage more actively as a citizen in relevant political debates (especially if you are a citizen of Scotland, Wales or Northern Ireland!).


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Fonaments físics de la informàtica
Aquesta assignatura és una introducció a diversos aspectes fonamentals de la física que poden ser útil a un enginyer informàtic al llarg de la seva carrera professional. En ella es tracten aspectes fonamentals de l'anàlisi de circuits i de l'electromagnetisme; però també es fa una introducció a la fotònica ja que certs dispositius fotònics estan cridats a jugar un paper central en el futur de la informàtica.
Author(s): Marc Figueras Atienza

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Rights not set

Surgical Excision of a Multi-Lobular, Recurrent, Bartholin Duct Cyst

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Short Title/Course Code: 
Surgical Excision of a Mult
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4.3 Attending across modalities

The preceding section raised the issue of attention operating (and to some extent failing) across two sensory modalities. By focusing on distraction we ignored the fact that sight and sound (and other senses) often convey mutually supporting information. A classic example is lip-reading. Although few of us would claim any lip-reading skills, it turns out that, particularly in noisy surroundings, we supplement our hearing considerably by watching lip movements. If attention is concerned with u
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1.1 Introduction

To cover some of the concept of attention (we have only a unit, and there are whole books on the subject) I shall follow an approximately historical sequence, showing how generations of psychologists have tackled the issues and gradually refined and developed their theories. You will discover that initially there seemed to them to be only one role for attention, but that gradually it has been implicated in an ever-widening range of mental processes. As we work through the subject, two basic i
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Do You Have the Strength?
In this activity, students squeeze a tennis ball to demonstrate the strength of the human heart. Working in teams, they think of ways to keep the heart beating if the natural mechanism were to fail. The goal of this activity is to get students to understand the strength and resilience of the heart.
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Space
In this unit, students first are introduced to the historical motivation for space exploration. They learn about the International Space Station and are introduced to new and futuristic ideas that space engineers are currently working on to propel space research. Next, students learn about the physical properties of the Moon. They are asked to think about what types of products engineers would need to design for us to live comfortably on the Moon. Lastly, students learn some basic facts about as
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Claude Monet - Quiz
Pupils will focus on testing their knowledge on the artist in a fun way.
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