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Defying the crackdown in Syria
July 13 - Amateur video purportedly shows anti-government protesters in several Syrian cities defying crackdown to demonstrate against President Assad. Deborah Lutterbeck reports.
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Day Ahead: JPMorgan upside surprise likely
July 13 - JPMorgan reports second-quarter earnings before the bell and Reuters Quantitative Analyst Mike Tarsala says lower debt issuance and a rise in commercial loans are likely to lead to an upside surprise.
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Rebels advance towards Tripoli.
July 13 - Rebel fighters say they have retaken a village south of Tripoli that they lost to forces loyal to Muammar Gaddafi earlier in the day. Deborah Lutterbeck reports.
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Mexico killings
July 14 - Bloody crime spree leaves 38 people dead across Mexico in suspected drug violence. Marie-Claire Fennessy reports
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Seoul holds rates amid uncertainty
July 14 - South Korea's central bank reaffirms anti-inflation stance, but stands pat on rates amid global uncertainty and high household debt levels. Arnold Gay reports.
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Mumbai awakes after attack
July 14- Indian's financial capital, Mumabi wakes as investigations continue into the triple bomb blast which struck the city. (Rough cut)
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Putnam County World War II Memorial
On the southwest corner of the courthouse lawn a World War II Memorial incorporates the infamous German V-1 "buzz bomb." It sits upon a v-shaped limestone base. It was dedicated November 11, 1948, as a tribute to Putnam County veterans killed in action.,Use of this image is restricted to projects related to Destination Indiana.,Putnam County Journey
Author(s): Larry Tippin, Putnam County Historian

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Digital Image © 2009 Putnam County Historical Society. All Rights Reserved.

William J. Kennedy Teaching Certification
Center Point was where the first two-story department school house was built in the Clay County. William J. Kennedy was one of the contributors. He was a teacher and physician in the area after moving there from Ohio. This is his teaching certification.,Clay County Journey
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Digital Image © 2009 Indiana Historical Society. All Rights Reserved.

Introduction

This unit discusses the future of Europe, and it looks particularly closely at what may happen to the smaller political units presently existing below the level of the nation-state. These include nation-regions like Scotland and Wales, larger entities like the German Länder, and smaller more recently created regions with less existing cultural unity. Despite the very large differences between them, for our purposes all these political entities are called ‘regions’. The un
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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

History of God - History of Christianity
This six minute video is a lecture on how the population of he world and the number of different religions have impacted society in the opinion of the speaker. This could be controversial for some.
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001 - 030 Der Kleine Lateiner
Here is a link to the text at Europeana http://tinyurl.com/4b47ugg Der Kleine Lateiner is a re-write of the Orbis Sensualium Pictus (Comenius) by one Johan Lederer. It was published in 1790. For those of you who know German, it has a running vocabulary after each chapter. This edition also has much more modern pictures than the old editions of the Orbis Pictus, so it is perhaps a better text to learn the names of animals
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Homophones
This video is a power point presentation which defines homophones and shows numerous examples with corresponding illustrations.  The video concludes with slides which give students practice with using homophones correctly.  The video does not include audio, but slides progress slowly giving teacher time to discuss each one. (5:45)
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6.2 Shaping knowledge

It seems inevitable that any understandings we have will have been shaped and influenced by other (past and present) members of the same culture(s) we belong to. Most of these influences ‘just happen’: they arise out of our experiences as part of a culture whose members have had their experiences and shared them over many centuries. However, knowledge can also be deliberately influenced by powerful elements within a society: as we saw in Section 5.3, the church suppressed Galileo's r
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5.7 Summary

This section of the unit has made you aware that:

  • science is formed by a community of practice, creating knowledge and requiring a special language for its communication;

  • there is a difference between objective scientific methods and subjective ways of knowing;

  • political power influences scientific discoveries, and scientific knowledge is always socially embedded;

  • public understanding and perception of scien
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5.5 How society constructs scientific thinking

To understand science, it is important that we appreciate the contexts in which discoveries are made or suppressed. We can see from the account on the previous page that human understanding of the universe has changed significantly over time. The social and political climate in which scientists work has always had a profound influence on what can and cannot be said, done, published or even postulated as worthy of further investigation. (You could undertake a similar study of the debates on hu
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5.4 A brief history of scientific revolutions

We now go on to look at the history and traditions of scientific discovery. As an early years practitioner, you will find this survey useful in helping you to challenge the prevailing perception of science as ‘absolute truth’.

What we call science was once regarded as ‘magic’, ‘alchemy’ or ‘conjuring’. Such knowledge was viewed as ‘black magic’ and feared as a satanic art (Woolley, 2002). In part this may have been because, in the Middle Ages
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5.2 Scientists as a community of practice

Science has been described as involving observation, description, categorisation, investigation, experimentation and formation of theoretical explanations for naturally occurring phenomena – activities performed by scientists using scientific methods.

Jacob Bronowski (1973) said, ‘That is the essence of science: ask an impertinent question, and you are on the way to a pertinent answer’ – an apt way to put it, as with science, we set off from a starting point of curiosity an
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5.1 Introduction to the social construction of scientific knowledge

This section explores how scientific knowledge and scientific literacy can be built up through working in communities of practice (groups of people who work together and share a common language). We also look at issues relating to the ideas of subjectivity and objectivity, and at deductive and inductive thinking. Finally, we explore the public understanding of science by examining how society, in wider terms, constructs or influences scientific thinking and understanding.

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2.1 Language in everyday life

Language is an ever-present feature of human life. In the developed world in particular, we are surrounded by language. Radio and television provide a soundtrack to the lives of many people. Written language is part of everything from cereal packets and street signs, to relatively new technologies such as email and text messaging. If you were completely alone, far away from any other people or any kind of human contact, how long would it be before words came into your head, perhaps because of
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4.3 Further exercises
Number systems and the rules for combining numbers can be daunting. This unit will help you to understand the detail of rational and real numbers, complex numbers and integers. You will also be introduced to modular arithmetic and the concept of a relation between elements of a set.
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