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Medical Response to Weapons of Mass Destruction: A Course on Nuclear, Biological, and Chemical Warfa
Medical Response to Weapons of Mass Destruction, A Course on Nuclear, Biological, and Chemical Warfare for Healthcare Providers, was the first of its kind following the devastating events of 2001. This Web-based course combines Medantic Technology's didactic presentations and Medulator virtual patient cases delivered via a custom learning management system. Originally published for Medantic Technology by Lippincott, Williams & Wilkins, the course was co-developed with subject matter expertise pr
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Medical Response to Weapons of Mass Destruction: Anthrax
This presentation discusses inhalation and cutaneous forms of anthrax as seen in bioterrorism and biological warfare, disease manifestations, and how to diagnose and treat them. Medical Response to Weapons of Mass Destruction, A Course on Nuclear, Biological, and Chemical Warfare for Healthcare Providers, was the first of its kind following the devastating events of 2001. This Web-based course combines Medantic Technology's didactic presentations and Medulator virtual patient cases delivered via
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Medical Response to Weapons of Mass Destruction: Smallpox
This presentation discusses the use of smallpox as a weapon of mass destruction, disease manifestations, how to diagnose and treat them. Medical Response to Weapons of Mass Destruction, A Course on Nuclear, Biological, and Chemical Warfare for Healthcare Providers, was the first of its kind following the devastating events of 2001. This Web-based course combines Medantic Technology's didactic presentations and Medulator virtual patient cases delivered via a custom learning management system. Ori
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Medical Response to Weapons of Mass Destruction: Incapacitating Agents
This presentation discusses exposure to incapacitating agents used in chemical warfare, such as Agent 15 (NATO code name BZ), mechanisms of action, clinical manifestations, how to diagnose and treat exposure. Medical Response to Weapons of Mass Destruction, A Course on Nuclear, Biological, and Chemical Warfare for Healthcare Providers, was the first of its kind following the devastating events of 2001. This Web-based course combines Medantic Technology's didactic presentations and Medulator virt
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Medical Response to Weapons of Mass Destruction: Cyanide Poisoning
This presentation discusses cyanide poisoning, mechanisms of action, disease manifestations, how to diagnose and treat it. Medical Response to Weapons of Mass Destruction, A Course on Nuclear, Biological, and Chemical Warfare for Healthcare Providers, was the first of its kind following the devastating events of 2001. This Web-based course combines Medantic Technology's didactic presentations and Medulator virtual patient cases delivered via a custom learning management system. Originally publis
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Medical Response to Weapons of Mass Destruction: Botulism
This presentation discusses botulinum toxicity, mechanisms of action, disease manifestations, how to diagnose and treat it. Medical Response to Weapons of Mass Destruction, A Course on Nuclear, Biological, and Chemical Warfare for Healthcare Providers, was the first of its kind following the devastating events of 2001. This Web-based course combines Medantic Technology's didactic presentations and Medulator virtual patient cases delivered via a custom learning management system. Originally publi
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Psychosocial Aspects of Weapons of Mass Destruction
This presentation discusses the psychological effects on populations and individual victims of weapons of mass destruction and their families, how to recognize and manage them. Medical Response to Weapons of Mass Destruction, A Course on Nuclear, Biological, and Chemical Warfare for Healthcare Providers, was the first of its kind following the devastating events of 2001. This Web-based course combines Medantic Technology's didactic presentations and Medulator virtual patient cases delivered via
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Medical Response to Weapons of Mass Destruction: Venezuelan Equine Encephalomyelitis
This presentation discusses the use of the VEE virus as a weapon of mass destruction, disease manifestations, how to diagnose and treat them. Medical Response to Weapons of Mass Destruction, A Course on Nuclear, Biological, and Chemical Warfare for Healthcare Providers, was the first of its kind following the devastating events of 2001. This Web-based course combines Medantic Technology's didactic presentations and Medulator virtual patient cases delivered via a custom learning management system
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"All Over the Land Nothing Else Was Spoken Of ": Cabeza de Vaca Takes Up Residence as a Medicine Man
One of the earliest accounts of the European-Indian encounter in North America was of the ill-fated 1527 expedition of Pánfilo de Narváez. After disembarking on the Florida coast near Tampa, the Spanish forces on land and sea became disastrously separated. Having overstayed their welcome and with local Indians in pursuit, Alvar Nuñez Cabeza de Vaca, second in command, set out with his men on rafts back to Cuba. Eighty survivors came through a hurricane to land near Galveston, Texas. Four year
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A Voice of Moderation: Roosevelt on the Armory Show
In 1913, an "International Exhibition of Modern Art," eventually seen by a half million people, rocked the American art world. First mounted at New York City's 69th Regiment Armory, it became known as the Armory Show, and its self-consciously "modern" approach challenged the dominance of conservative, staid styles of European art. Two-thirds of the 1,600 works were by Americans, and the Europeans whose works were exhibited--Picasso, Matisse, Seurat, Van Gogh, Gaughin, and Duchamp among them--wer
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"A society of patriotic ladies."
Cheap prints depicting current events were in great demand in both England and the colonies. This 1775 British print presented a scene in Edenton, North Carolina. Fifty-one women signed a declaration in support of nonimportation, swearing not to drink tea or purchase other British imports. Boycotts of British goods became a widespread form of protest to the Townshend Duties, enacted in 1767 to tax goods such as paint, paper, lead, glass, and tea when they arrived in America. Abstaining from Euro
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"A Nave and Self-Taught Artist": John Frazee Sculpts Daniel Webster, 1833
Many artists working in the decades after the American Revolution came from the ranks of artisans and mechanics. In a republic that dispensed with aristocratic patrons and royal academies, art came to be supported by a middling populace more interested in portraits than grand history painting. Sculpture in marble, time consuming and expensive, was even more remote than paints, and the new nation lacked grand palaces or mansions for display. John Frazee, born in Rahway, New Jersey in 1790, lacked
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A Cowboy's Work is Never Done: George Martin
The cowboy of Western mythology rode the range during the heyday of the long cattle drives in the l860s and 1870s. Despite the individualism emphasized in myth, most cowhands were employees of Eastern and European capitalists who raised cattle as a corporate enterprise to serve a growing appetite for beef in the U.S. Cowboys were overworked hired hands who rode in freezing wind and rain or roasted in the Texas sun; searched for lost cattle; mended fences; ate monotonous and bad food; and suffere
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Social:Learn Introduction
An introduction to the Open University's social:learn project.
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Mobile technologies: prospects for their use in learning in informal science settings
Recent developments in mobile technologies have offered the potential to support learners studying a variety of subjects. In this paper we explore the possibilities related to science learners and in particular focus on science learners in informal settings and reflect on a number of recent projects in order to consider the prospects for such work. The debate on informal learning acknowledges the complexity of the area and the difficulty of defining informal learning. One view is to consider the
Author(s): Scanlon Eileen,Jones Ann,Waycott Jenny

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Is There a Policy for Networked Learning?
Networked learning is part of an emergent networked society. As such networked learning forms part of a wider debate concerning the nature of social processes, power and culture and their relationships with technology. The literature surrounding networked learning still reflects a technological determinist view. This paper takes issue with this view of the relationship between technology and social forms. The context of higher education has been changing alongside the introduction of new technol
Author(s): Jones Chris

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Is There a Policy for Networked Learning?
Networked learning is part of an emergent networked society. As such networked learning forms part of a wider debate concerning the nature of social processes, power and culture and their relationships with technology. The literature surrounding networked learning still reflects a technological determinist view. This paper takes issue with this view of the relationship between technology and social forms. The context of higher education has been changing alongside the introduction of new technol
Author(s): Jones Chris

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Quantitative and Qualitative Research: Conflicting Paradigms or Perfect Partners?
This paper will examine the use of quantitative and qualitative methods as complementary research methods. It asks the fundamental question wether these two approaches can be used jointly in a principled manner. The pressure in educational research has been towards using the two methods alongside each other. In applied research the use of the two approaches in the same project is accepted yet we still find serious objections raised to such work when it is presented in a more formal context. Eval
Author(s): Jones Chris

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LC/GC magazine
LC/GC magazine is a very good source for relatively short articles about fundamental chromatographic issues as well as applications. The content is appropriate for both introdcutory analytical courses (e.g. quant) and for instrumental analysis courses.
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Cabri as a shared workspace within the proving process.
This paper will discuss some findings from a study investigating the development of the proving process in a dynamic geometry environment. Through a detailed analysis of students' processes when working with open geometry problems involving conjecturing and proving in Cabri, an analytical and explanatory framework has been developed. This paper examines in particular the interactions between the students in the proving process. The analysis shows that Cabri works as a shared workspace, i.e. as a
Author(s): Olivero Federica

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