Tutorial Letter: General Information - Module One
In this module we will introduce you to concepts such as food security, food insecurity, nutrition security, livelihood security, food policies and programmes and the role of stakeholders and facilitators. You will gain the knowledge and skills required to gather information on many different levels, from the macro to the micro level. You will also, in time, become equipped to analyse community and household needs, understand the implications of policies and strategies for communities and househ
Author(s): FM Ferreira

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Changes in Ecosystems - by StudyJams
Ecosystems are constantly going through gradual changes.  Sometimes those changes are natural, and sometimes they are caused by humans.  Learn more about changes in an ecosystem with this cartoon animation from StudyJams.  A short, self-checking quiz is also included with this link.
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Objects made from Lego-like blocks
Read more: http://www.newscientist.com/blogs/nstv/2011/04/build-complex-objects-from-lego-like-blocks.html
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Social Enterprise Education for Health Care Professionals
This case study outlines a project to embed social enterprise activities in the Faculty of Health inter-professional learning curriculum
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Règle et compas - partie 3 : théorie des corps (Vidéo)

Chapitre "Règle et compas" - Partie 3 : Eléments de théorie des corps

Plan : Les exemples à comprendre ; Corps ;
Extension de corps ; Nombre algébrique


Exo7. Cours et exercices de mathématiques pour les étudiants.
Retrouvez le polycopié sur http://exo7.emath.fr


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Defrag Tools #98 - Writing a Debugger Extension Part 3 | Defrag Tools

In this episode of Defrag Tools, Andrew Richards and Chad Beeder continue a series on writing a Debugger Extension for the Debugging Tools for Windows. The series is based on a 3 part MSDN Magazine series that Andrew wrote back in early 2011.

Resources:
Writing a Debugging Tools for Windows Extension - Part 1 - March 2011
Author(s): Andrew Richards, Chad Beeder

Wetten van de predikaatlogica
Leereenheid over de wetten van de predikaatlogica, met definities, stellingen en toepassingen, inclusief opgaven.
Author(s): Elias Thijsse

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Examples 3 and 4
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
Author(s): The Open University

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Examples 1 and 2
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
Author(s): The Open University

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1.2 Recognizing mathematics
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
Author(s): The Open University

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Maths as others see it
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
Author(s): The Open University

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Learning through video clips
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
Author(s): The Open University

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1.1 Mathematics and you
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
Author(s): The Open University

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1 Aims
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
Author(s): The Open University

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Why study mathematics?
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
Author(s): The Open University

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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
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6 Conclusion

We have covered a lot of ground in this unit – yet, at one level, the message is simple: knowledge involves knowers – people – who learn how to think and act in the here-and-now of specific contexts. Practice situated in specific contexts is rarely if ever idiosyncratic, utterly individualistic or random. Rather, it is shaped by past practice. Informal and explicit formal rules – the institutional ‘rules of the game’ (North, 1990) – enable and constrain particular ac
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5.2 Institutionalising French bread

The context-specific nature of rationality is such that, as we have just indicated, many insider norms are not apparent to outsiders. From the point of view of an organisation, the institutional rules of practice that prevail in any given context enable and constrain the dimensions of viable practice. Managers who try to do things that violate accepted norms about practices that insiders judge to be sacred or profane tend to encounter resistance. The capacity to achieve a difference – the p
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5.1 Decision making

Decision making is understood as management's main task. Usually, the model of decision making is described as a perfectly well-organised, rational and logical process. First, the problem is defined. Second, all the relevant information that leads to an optimal solution is collected. Third, reviewing the data, management (perhaps with the help of technocratic ‘experts’) develops several possible solutions. Fourth, evaluating the possible solutions carefully, management makes a decisi
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4.2.2 Rational organisations

The third source of authority, based on rational-legal precepts, is exactly what Weber identified as the heart of bureaucratic organisations. People obey orders rationally because they believe that the person giving the order is acting in accordance with a code of legal rules and regulations (Albrow, 1970, p. 43). Members of the organisation obey its rules as general principles that can be applied to particular cases, and which apply to those exercising authority as much as to those who must
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