Veto Power and Judicial Review
After both the House and the Senate approve a bill, it moves on to the president for his action. The United States Constitution outlines four actions the president can take. First, and most simply, the president can sign the bill into law. (Video is narrated with slides and speeches.)
Author(s): No creator set

License information
Related content

Philip Rutnam discusses his thoughts on Innovation at the GLS2011
Philip Rutnam, Director General, Business and Skills, Department for Business, Innovation and Skills, discusses his thoughts on Innovation at the Global Leadership Summit 2011

3D game lets you see through an animal's eyes
An online simulation mimics the vision of five animals as a player steers them through Place Vendôme in Paris Read more: http://www.newscientist.com/article/dn24716
Author(s): No creator set

License information
Related content

USAWC Strategy Conference Keynote- Robert Kaplan
Robert D. Kaplan, chief geopolitical analyst for Stratfor, national correspondent for The Atlantic, presents the keynote address for the 2014 USAWC Strategy Conference.
Author(s): No creator set

License information
Related content

Intro to Addition & Subtraction
Lucinda The Great Math Magician introduces addition and subtraction using magic apples. The video uses computer animation.  Run time 03:47.
Author(s): No creator set

License information
Related content

How to Make a Disco Ball with Junk CDs
This short video shows how to create the disco ball. The fast pace of the video may make it necessary for the teacher to stop it so students can understand what is needed better.
Author(s): No creator set

License information
Related content

Urban and rural waste in China
Dealing with waste is an introduction to the waste practices and waste management processes currently being practiced in China. Students learn about waste in China and then contrast those practices with their own.
Author(s): The Open University

License information
Related content

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

Eastern DRC: what should the international community be doing? [Audio]
Speaker(s): David Leonard, General Olusegun Obasanjo; Professor James Putzel; Clare Short | With its most recent press release the Crisis States Research Centre (LSE) prompted fierce debate on the international response to the ongoing crisis in the Eastern DRC. Reactions to the arrest of the rebel leader Laurent Nkunda in Rwanda on 22 January are loud and divided, though international actions continue to follow the same three trends identified in the CSRC release. This response, says the CSRC, f
Author(s): No creator set

License information
Related content

Studying Islam across times and place: how to compare? [Audio]
Speaker(s): Professor John Bowen | We discuss 'Studying Islam across times and place: how to compare?' and this time we subject 'Islam' to an analytical discussion. The anthropological approach advocated here focuses on processes by which Muslims refer back to an Islamic tradition, and employ those references to explain and change the social world. Current debates in Aceh (Indonesia) about how to understand sharî`a provide an initial case study; these debates are then shown to be quite similar
Author(s): No creator set

License information
Related content

Transitional Justice In The 21st Century [Audio]
Speaker(s): Natasa Kandic, Professor Ruti Teitel, David Tolbert. | To mark the official launch of the London Transitional Justice Network, this panel of leading advocates and scholars will explore the unprecedented expansion and challenges for transitional justice in the 21st century.
Author(s): No creator set

License information
Related content

Politics, Power, Cities [Audio]
Speaker(s): Enrique Peñalosa | Enrique Peñalosa, former Mayor of Bogotá and one of the world's most challenging urban thinkers, describes the urgent need for governments to create socially inclusive and well-designed transport systems, public spaces and cities. Addressing mobility, public space, equity, quality of life and social inclusion, Peñalosa will propose that inequality and exclusion are the main causes of the problems that affect cities in developing countries, particularly issues r
Author(s): No creator set

License information
Related content

North Pacific and North America: Showing the Changing Seasons
SeaWiFS false color data showing seasonal change in the oceans and on land for North America and the North Pacific. The data is seasonally averaged, and shows fall, winter, spring, summer, fall, winter, spring, and summer.
Author(s): No creator set

License information
Related content

Libertarian Journalism in the '60s, '70s, and '80s
<img src="http://mises.org/Controls/Media/DocumentImage.ashx?Id=6569" vspace="4" hspace="4" style="margin: 10px;" /><br />

How Will History Remember You? - Movie Clip from The Emperor's Club
In this brief clip from the movie The Emperor's Club, Professor Hundert talks with his class about the great leaders of history and how their legacies lasted through the generations. (02:47)

Themes in this clip include:
History, Legacy, Significance, Ambition, Education, Teaching, Learning, Accomplishment

Author(s): No creator set

License information
Related content

Episode 137: Smart water: Irrigation systems in an age of high tech

Systems engineer Professor Iven Mareels explains how applying contemporary control-systems approaches to irrigation is reinvigorating this ancient water-transport method, bringing huge savings in the agricultural use of H2O. With science host Dr Shane Huntington.

Author(s): up-close@unimelb.edu.au (University of Melbourne)

License information
Related content

Rights not set

6.3 Clarifying purposefulness

Research conducted by Ralph Stacey (1993) shows how business managers often behave in a way contrary to espoused policies and expectations. Rather than adhering to conventions of long-term planning, and accepted orthodoxies and procedures, they actually tend to make a succession of unrelated, adaptive responses to changing situations as the need arises. This is often, and rather disparagingly, labelled muddle-through or crisis management but can result in adaptive action and organisation.


Author(s): No creator set

License information
Related content

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

3.6 Learning and effective action

I claim that learning is about effective action. It is distinguished when I, or another observer, recognise that I can perform what I was unable to perform before. Following Reyes and Zarama (1998), I am going to claim learning is an assessment made by an observer based on observed capacity for action. From this perspective, learning is not about ideas stored in our mind, but about action. So what makes an action effective? Reyes and Zarama (1998, p. 26) make the following claims:


Author(s): No creator set

License information
Related content

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

3.5 Distinctions about systems practice

A tension has existed throughout the history of Western thought around whether to focus on parts or the whole. The practice that springs from this history carries the same tension. This tension has been particularly visible within science and philosophy for a long time and it gives rise to different approaches. I will be addressing these tensions in Section 4.

Emphasising the parts has been called mechanistic, reductionist or a
Author(s): No creator set

License information
Related content

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

3.4 Experience – making distinctions based on a tradition and constructing a history

Experience, and learning from experience, will be a major theme throughout this unit. The model of experiential learning developed by David Kolb is increasingly well known and used as a conceptual basis for the design of all sorts of processes from curricula to consultancies (Figure 32). In itself, the model is powerful but it does not address what is meant by experience or learning. In what follows, I want to provide a br
Author(s): No creator set

License information
Related content

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

3.3 Appreciating your basis for understanding

In my experience, the explanation that Fell and Russell suggest (i.e. that we each construct our own version of reality and therefore cannot be an objective observer; which in turn means we have to take responsibility for our observations and explanations) is challenging for many people. When I attend workshops where these ideas are expressed for the first time, people often become angry. You may be able to identify with them. If so, please try to use your discomfort productively for your own
Author(s): No creator set

License information
Related content

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

Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21