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Parallel Lines in Algebra, Part III
In this video, Sal Khan demonstrates how to know which lines are parallel when solving an algebraic equation. Mr. Khan uses the Paint Program (with different colors) to illustrate his points. Sal Khan is the recipient of the 2009 Microsoft Tech Award in Education.  (02:42) There is a lot of information on the screen--the viewer may want to open the video to 'full screen.' 
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Perpendicular Lines in Algebra, Part II
Perpendicular lines are lines that intersect each other at right angles. In this video, Sal Khan demonstrates how to know which lines are perpendicular when solving an algebraic equation. Mr. Khan uses the Paint Program (with different colors) to illustrate his points. Sal Khan is the recipient of the 2009 Microsoft Tech Award in Education.  (03:28) There is a lot of information on the screen--the viewer may want to open the video to 'full screen.' 
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Documents for the Web-PDF and more(#12)
Microsoft Office is not a universal standard.  Not all viewers may not be able to open those documents.  You may consider saving the information as a text document.  This will not keep any of the formatting.  Another way to do this is to save it as a RTF.  The third way is to save it as a PDF file which can be universally opened.
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Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape
This presentation was delivered November 18 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT. Higher education institutions in the 21st century find themselves in a complex and often contradictory environment as many of the world's leading institutions are formulating policy to give their content away for free and are investing significant resources in establishing open content platforms while other smaller institutions are holding onto c
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Open Teaching in a Digital Age
The digital age has rung in profound changes for the higher education endeavor - not least of which has been a revolution in the way teaching materials are generated shared and re-appropriated by means of the Internet. This is the realm of OER: a new philosophy in teaching and learning which has the potential to open new channels for the flow of knowledge. OER UCT invites you to explore the unlimited potential to boost your individual academic profile as well as that of your department or facult
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Real Change 1
This resource expands on the “Making it Real” resource, to include a financial literacy component. Topics include; Needs and wants, Making a budget, Start saving, Open a bank account, and Online banking.
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Building the Brain: Exhibit Interactive Prototypes
The American Museum of Natural History announced Brain: The Inside Story, an amazing and stimulating exhibition that will give visitors a new perspective and insight into their own brains using imaginative art, vivid brain scan imaging, and thrilling interactive exhibits that will engage the whole family. Watch as Helene Alonso, the Museum's Director of Exhibit Interactives and Media, discusses the process of building Brain's interactive elements and discover how new technologies are employed i
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2010 WASH Media Awards Ceremony
Out of more than 180 entries from 40 countries, nine journalists have been named the winners of the 2009/2010 WASH Media Awards. The WASH Media Award initiative recognizes and supports the crucial role of the media in raising awareness of the importance of water, sanitation and hygiene services. It aims to help improve access to these services by having a positive influence on politicians, business persons, civil society representatives and individual citizens. The initiative, first launched
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Building the Brain: Exhibit Models
The American Museum of Natural History announced Brain: The Inside Story, an amazing and stimulating exhibition that will give visitors a new perspective and insight into their own brains using imaginative art, vivid brain scan imaging, and thrilling interactive exhibits that will engage the whole family. Watch as the museum's exhibition department builds various exhibit pieces, including a 5-foot-tall sculpted model of the brain. Various parts of the model light up as they are described in th
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Globally Connected Learning
Let’s explore the why and how of globally connected learning. From Global Competencies, connections, collaborations and communication to tools and projects designed and created for your students to investigate the world, bring in perspective, knowledge, skill and disposition. Walk through the steps of becoming a globally connected teacher in order to open up their classroom walls and connect their students to the world.
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Next steps

After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions:

If you wish to study formally at The Open University, you may wish to explore the courses we offer in this curriculum area:

9 The term ‘religion’: A concluding comment

I hope that this more extended study of religion in context has been interesting in itself and that you have glimpsed something of the richness of Hinduism. We have made this brief study of Hinduism also to put to work some of the principles in the study of religion that we met earlier in this unit. I want finally to draw some threads together by considering more generally the problems and pitfalls of using the concept of ‘religion’ in a cross-cultural study.

Applying what we h
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8.8 Hinduism as ‘a world religion’: a more recent understanding

Traditionally, as we have seen, a Hindu was someone born to Hindu parents and into a caste with its appropriate dharma. The link between religious
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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.

Figure 14
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8.5 Looking for Hinduism in Calcutta

8.3 Worship in temples and street shrines

Apart from being intensely visible, participation in devotional practice at temples and festivals is extremely widespread within popular Hinduism. If we make allowance for regional and sectarian variations, we can gain some truly representative insights into a central preoccupation of living Hinduism. As in Section 6, I would like you to look for examples of Smart's seven dimensions and again I will prompt you in the text from time to
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8.2 The diversity of Hinduism

The complex tradition now known as Hinduism has emerged largely from the coming together of four main elements:

  1. The traditions of the original inhabitants of India, some of which may still continue in the cultures of India's more remote tribal peoples.

  2. The influences of the Indus Valley civilisation that flourished in northwest India until approximately the middle of the second millenium bce.

    <
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8.1 Hinduism as a ‘religion’

India's population includes followers of many religions and many people who have rejected religion in any form. The modern Republic of India has a secular constitution (one which guarantees the religious freedom of all but does not give a privileged position to any one religion) but a population which overwhelmingly identifies itself as Hindu. More than eighty per cent of India's population are Hindus, practitioners of what is now widely referred to as the religion of Hinduism. Historically,
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