Week 10 Lecture: making environmental policy work #1A
Steve Dovers on his course next semester SRES3018 Policy and Institutional Analysis in Environment and Sustainability and some thoughts on why environmental policy is so different from other policy areas.
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Week 10 Lecture: making environmental policy work #1B
Brad Jessup on his course next semester Law and the Environment LAWS3103 and some thoughts on key issues in Environmental Law and Policy
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Week 10 Lecture: making environmental policy work #1A
Steve Dovers on his course next semester SRES3018 Policy and Institutional Analysis in Environment and Sustainability and some thoughts on why environmental policy is so different from other policy areas.
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Week 01 Lecture: Introduction and Policy Instruments
Richard and Peter introduce students to the course, central concepts, and teaching arrangements. The first lecture will provide an overview of the subject matter to be explored throughout the semester, the purpose of tutorials as a means for students to engage in deep conversation on the issues which are to be facilitated by students. The role of the supertutorial will be explained, a tool and support mechanism for tutorial facilitators to gather in the week prior to their facilitation for the p
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10.391J Sustainable Energy (MIT)
This course assesses current and potential future energy systems, covers resources, extraction, conversion, and end-use, and emphasizes meeting regional and global energy needs in the 21st century in a sustainable manner. Different renewable and conventional energy technologies will be presented including biomass energy, fossil fuels, geothermal energy, nuclear power, wind power, solar energy, hydrogen fuel, and fusion energy and their attributes described within a framework that aids in evaluat
Author(s): Drake, Elisabeth,Incropera, Frank,Tester, Jefferso

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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

14.1 Semester Review
soc1a06-c01 - Section C01 - 14.1 Semester Review - McMaster University > Courses > SOC1A06 Introduction to Sociology > Section C01 > 14.1 Semester Review
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20 - Successor States of Eastern Europe
Contrary to the "Great Illusion" that the end of World War I heralded a new era of peace, the interwar period can be considered to form part of a Thirty Years' War, spanning the period from 1914 to 1945. In the wake of the Treaty of Versailles, Europe was divided both literally and figuratively, with the so-called revisionist powers frustrated over their new borders. One of the most significant and ultimately most pernicious debates at Versailles concerned the identity of states with ethnic majo
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15 - Imperialists and Boy Scouts
The boom in European colonial expansion in the second half of the nineteenth century, the so-called New Imperialism, can be seen to follow from three principle factors, in ascending order of importance: religious proselytizing, profit, and inter-imperial political strategy. With respect to the latter concern, the conflicts emerging from imperialism set the stage for World War I. Along with its military and industrial consequences, imperialism also entailed a large-scale cultural program dedicate
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9.54 - Lecture 9
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5.1 The behaviour of polymers

The manufacture of polymer products is controlled by two often conflicting demands: the quality of the finished article in terms of its response to its environment and the ease or difficulty of processing it to shape. Both factors are controlled by what is termed viscoelasticity, namely, the behaviour of the polymer in response to applied stress or strain, and temperature. It is important to appreciate the duality in terms of the elastic and viscous responses of polymer solids and poly
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Copyright © 2013 The Open University

DMC: 750,000th Registrant Winner
One lucky Del Mar College student was chosen randomly to receive a grand prize package including free tuition for the Spring 2011 semester, a laptop, book and meal vouchers as well as a parking slot for the semester as part of the College's 75th Anniversary celebration.
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Biosynthesis of benzyliasoquinoline alkaloids
This research was carried out to obtain a convenient route for the synthesis of [7_ 14C]-p-hydroxy benzaldehyde. Section 1 of the thesis includes a route involving intermediates with protecting groups like benzyl and methyl ethers of the phenols. The benzyl ethers afforded the product in relatively better yield. The overall synthesis involves four steps. Section 2 describes the reactions carried out directly on phenols, and a three step pathway is obtained for the synthesis of p-hydroxy benzalde
Author(s): Sultana, Nighat.

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Dante's Inferno, Purgatory and Paradise - Yale University
This course by Giuseppe Mazzotta is an introduction to Dante and his cultural milieu through a critical reading of the Divine Comedy and selected minor works (Vita nuova, Convivio, De vulgari eloquentia, Epistle to Cangrande). An analysis of Dante's autobiography, the Vita nuova, establishes the poetic and political circumstances of the Comedy's composition. Readings of Inferno, Purgatory and Paradise seek to situate Dante's work within the intellectual and social context of the late Middle Ages
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DMC: 75th Anniversary
Del Mar College's 75th Anniversary Celebration will continue through the Fall semester and run through the end of the Spring semester.
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References

Barnes, D. and Todd, F. (1995) Communication and Learning Revisited, Portsmouth, N. H., Heinemann.
Bennett, N. and Cass, A. (1989) ‘The effects of group composition on group interactive processes and pupil understanding’, British Educational Research Journal, 15, pp. 119–32.
Bennett, N. and Dunne, E. (1992) Managing Classroom Groups, Lo
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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

ICT and Literacy Issues
This 15 minute Teachers TV programme focuses on the work of two teachers working with key stage 2 pupils.
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Acknowledgements
This unit will look at how public engagement in science and technology might be achieved through science promotion. Science promotion and public involvement in policy making can require both formal and informal objectives: some are explicit and some are implicit, some are articulated at the planning stage and some are unexpected. These objectives can entail participation, engagement, knowledge exchange and learning – all of which require a degree of motivation by all parties.
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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

References
This unit will look at how public engagement in science and technology might be achieved through science promotion. Science promotion and public involvement in policy making can require both formal and informal objectives: some are explicit and some are implicit, some are articulated at the planning stage and some are unexpected. These objectives can entail participation, engagement, knowledge exchange and learning – all of which require a degree of motivation by all parties.
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 unit will look at how public engagement in science and technology might be achieved through science promotion. Science promotion and public involvement in policy making can require both formal and informal objectives: some are explicit and some are implicit, some are articulated at the planning stage and some are unexpected. These objectives can entail participation, engagement, knowledge exchange and learning – all of which require a degree of motivation by all parties.
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

2 Part 1 Starting the unit

Welcome to T306_2 Managing complexity: a systems approach – introduction. As I write, I experience a sense of excitement. For me, as for you, this is the beginning of the unit. These are the first few sentences I'm writing and so, although I have a good idea of how the unit is going to turn out, the details are by no means clear. Nevertheless, the excitement and anticipation I, and maybe you, are experiencing now is an important ingredient in what will become our experiences of the u
Author(s): The Open University

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Copyright © 2013 The Open University