Private Universe Project in Mathematics: Workshop 1. Following Children's Ideas in Mathematics
An unprecedented long-term study conducted by researchers at Rutgers University followed the development of mathematical thinking in a randomly selected group of students for 12 years—from first grade through high school—with surprising results. In an overview of the study, we look at some of the conditions that made the students’ math achievement possible.,5 min. Mathematics in Free Play? Prof. Herbert Ginsburg, a psychologist at Columbia University Teachers College, finds that when you exam
Author(s): Harvard-Smithsonian Center for Astrophysics

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Dissertation Workshop
The workshop is intended for Doctoral students in the health and social sciences who are at the stage of developing a research proposal. Participants will gain skills in the design of conceptually cogent and methodologically rigorous dissertation proposals. The Workshop has an emphasis on topics that relate to Africa, but can be applied to a broad range of research issues.
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Graduates Say Thanks: December 19, 2013
Meet some of the graduates participating in the December 19, 2013 Commencement Ceremonies.
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Pathways to Scale: From Prototyping to System Change
Explore the necessary conditions and models for taking innovative solutions to scale, with the ultimate objective of systemic change. Panel members will focus on sustainable transport systems and explore how this sector can serve as a model for scaling and engaging multiple stakeholders. Panel members will map their initiatives against a 5-stage model of innovation, from early prospecting, through prototyping and start-up enterprises, to networked solutions and, ultimately, system change.
Author(s): John Elkington, Founder & Director, Volans Venture

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AFFIRM Assessment and Formative Feedback In Research Methods - literature review
‘AFFIRM’ is part of Leeds Met’s efforts to promote research-informed teaching. A pilot project, it is concerned with computer-assisted assessment (CAA) related to the teaching of research methods. Over a 12-month period in 2007-8 it will create, test and evaluate a small computerised bank of quality-checked items to support undergraduate and taught postgraduate-level research methods teaching. Although the items are likely to have several potential uses, i.e. to be ‘reusable learning obj
Author(s): Jill Taylor, Bob Rotherham, Chris Garbett

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1.2.2 Summary

  • The EU-15/25 is a large and prosperous player on the world economic stage.

  • It represents a continental-sized economy, able to compete with the USA and Japan (and China and India, somewhere down the line).

  • The new EU members who joined in 2004, and those lining up to join later, are at a different level of development to the EU-15.

  • This will pose considerable challenges for those managing and governing the n
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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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6 Promoting science promotion: the move from deficit to dialogue
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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5 Public learning agendas
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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4 D-I-Y science: independently engaging with science
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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3 The value of institutional science promotion events
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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2.5 Public engagement
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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2.2 ‘Go See’ science promotion events
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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1.1 The political climate
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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Introduction
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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Managing Learning - Secondary - Mixed Ability - Group Work
The resource is a fifteen-minute Teachers TV programme looking at mixed ability group work at Key Stage 3 in both history and English.
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1.6. Listening, reading and language assimilation

One assumption that is widely held as axiomatic is that people learn by doing … We seem to have deduced that people learn to speak by speaking and so on. In reality one simply drowns by attempting to swim without some sort of prior preparation and theoretical instruction. Obviously the art of speaking can be improved by practice but the skill of speaking is learnt primarily in a vast complex of other ways. It might
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1 The power of water
Atoms, elements and molecules are the building blocks of everything that makes up our world, including ourselves. In this unit you will learn the basic chemistry of how these components work together, starting with a chemical compound we are all very familiar with – water.
Author(s): The Open University

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Science promotion
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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Debate Tips: Analyzing Claims
Analyzing claims helps to prove an argument. Learn how analyzing
claims helps a case from a communications and public speaking expert in this video.

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