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Animals 1
Explore the wonderful world of animals Listen to the animal sound. See if you can identify the animal.
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Dividing Fractions Word Problems (Example 2)
Sal Khan shows how to divide fractions in word problems with the second example. (02:41)
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3.04.2011 – Langsam gesprochene Nachrichten
Trainieren Sie Ihr Hörverstehen mit authentischen Materialien. Nutzen Sie die Nachrichten der Deutschen Welle von Sonntag – als Text und als verständlich gesprochene Audio-Datei. Drei Wochen nach Beginn der Protestwelle in Syrien hat Präsident Baschar al-Assad einen neuen Regierungschef ernannt. Der bisherige Agrarminister Adel Safar erhielt den Auftrag, ein neues Kabinett zu bilden, wie das Staatsfernsehen berichtet. Die Regierung seines Vorgängers Nadschi Otri war am Dienstag zurückgetr
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Prof. Yuli Tamir, Minister of Education, Israel
The 6th International Conference on Holocaust Education Teaching the Shoah -- Fighting the Racism and Prejudice Opening Ceremony -- Monday, July 7, 2008 http://www1.yadvashem.org/yv/en/education/conference/2008/index.asp
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The Scientific Milestones That Shaped Humanity
The Scientific Milestones That Shaped Humanity - Adam Bly, founder & editor-in-chief of Seed Magazine, discusses scientific milestones. Students should have knowledge of Newton and Einstein, as he uses their accomplishments to jumpstart his discussion. This is a 'talking head' video that lasts 5 minutes and 27 seconds.
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Search for the Northwest Passage
Countless explorers spend centuries looking in vain for a western route to the Orient and the lucrative Spice Trade over the northern part of Canada. This video names some of the explorers and what they accomplished. A good video to help explain one reason why the Panama canal was built.
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Afghanistan: Life in the Northern Balkh Province
This year, Anna Badkhen returns to Afghanistan to observe how the NATO effort to turn the quickening tide of insurgency affects the people who live there. This audio slideshow offers a glimpse into the life of Afghans in the northern Balkh province almost a decade after the U.S.-led invasion. Read more at her reporting project: http://pulitzercenter.org/projects/northern-afghanistan-taliban-insurgency-nato
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6.5.4 Monitor and critically reflect on your use of IL skills

As you develop your information literacy skills, refer back to the outcomes you hope to achieve and goals you have set yourself. Ask yourself questions such as:

  • am I on track to achieve my outcomes?

  • what difficulties in using information literacy techniques have I experienced and what have I done about them?

  • how have the choices and decisions I made impacted on the quality of my work?

  • do I need to mak
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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

6.3.1 Identify opportunities for using IL skills

Where and how will you use information literacy skills over the next 3–4 months? You may need IL to help you identify, search for, evaluate and present information for a specific task, such as an essay or project report. You may have to visit and learn how to use an academic library, or need to search for, select and evaluate information from specialist databases or the Internet. Spend some time thinking about your study or work requirements and what opportunities you will have or can creat
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6.2 Working on improving your IL skills

The three-stage framework for developing and improving your skills provides the basis for you become more confident in:

  • developing a strategy for using a variety of IL skills, including being clear about what you want to achieve, identifying relevant sources of information that will help you to achieve your goals, and planning how you intend to improve your skills;

  • monitoring your progress and critically reflecting on your performance
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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

4.3.3 Communicate relevant information

A main outcome of this key skill is that you will be able to communicate complex information orally, visually and through writing.

Complex subjects are those that include a number of ideas, some of which may be abstract, very detailed, difficult to follow or require you to deal with sensitive issues or the interpretation of others’ viewpoints. Communicating information at this level may involve using technical vocabulary, carefully structuring what you say and/or write, and using diag
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3.8.3 Identify ways of further improving your own learning and performance

Remember that improving your own learning and performance is not something that you can do once and then forget about it. It is a process that needs to become an integral part of your normal approach to work and study throughout your career in higher education and in the world of work. Developing and using the skill of improving your own learning and performance can enhance all other learning. As you worked through this key skill, what is it that you have learned? What can you take away with
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3.8.2 Assess the effectiveness of your strategy

If you were asked to assess how effective your planning, researching, monitoring and evaluating have been in improving your learning and performance, what would be your assessment? You may comment on factors that impacted on your learning, for example the feedback you received from your tutor or manager, a workshop you attended, or discussions with other students or colleagues. Other factors might be your improved awareness of what you are trying to achieve or having a structured approach to
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L'environnement, développement durable - Johnny Douvinet (audio)

Une conférence de l'UTLS au Lycée

L'environnement, développement durable - Johnny Douvinet

Lycée Geaorges Duby (13 Luynes)


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3.1 Introduction to improving own learning and performance

This key skill is about helping you understand how you learn; think about how you can improve your own learning and performance, and consider how you might generalise the principles and processes for future learning.

You saw in our discussion of ‘A framework for learning’, improving your learning and performance could be considered to be a ‘meta-skill’, that is the skill of learning how to learn. This section, then, is a little different from the other skills sections
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2.10 Summary

  • This section has introduced the key skills approach to learning and emphasised the need for a flexible framework which supports you in thinking about how you are learning as well as what you are learning.

  • A three-stage approach to key skills development underpins this unit. The stages involve developing a strategy for improving your skills and learning, monitoring your progress as your skills develop, and evaluating the effectiveness of you
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News Coverage of 2011 WNIT Championship
News coverage from WTOL-11 and WTVG-13 of the Toledo Rockets 2011 WNIT Championship victory.
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AP Physics C I
This course is designed to acquaint you with topics in mechanics and classical electricity and magnetism. The course covers two semesters. The first semester is devoted to Newtonian mechanics including: kinematics, laws of motion, work and energy, systems of particles, momentum, circular motion, oscillations, and gravitation. The second semester discusses the topics of electricity and magnetism. The course emphasizes problem solving including calculus, and there are numerous interactive examples
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Marie Villa: From Hawaii to Oswego
Non-traditional broadcasting major Marie Villa explains why she chose SUNY Oswego. Video intern Emi Williams interviewed Marie in spring 2011.
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