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ART 320-01, Art and Architecture of Ancient Egypt and the Near East, Spring 2007
This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instructor.
Author(s): Swan, Glenda

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History of the N.A.A.C.P., Part 1 of 2
This video features information regarding 'one of the oldest and most influential civil rights organizations in the United States' (Wikipedia, 2009); the N.A.A.C.P.
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1.3 Psychology has social impact

The relevance of psychology to everyday concerns, and the ease with which it can be popularised and used, mean that psychological knowledge – some of it dubious, some of it accurate – is continually absorbed into culture and often incorporated into the very language we use. Examples of psychological concepts that have entered popular discourse include the notion that we are predisposed, both through evolution and through the functioning of our brains and nervous systems, to behave in cert
Author(s): The Open University

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6.1 course summary

1. A coordinate system provides a systematic means of specifying the position of a particle. A system in one dimension involves choosing an origin and a positive direction in which values of the position coordinate increase. Values of the position coordinate are positive or negative numbers multiplied by an appropriate unit of length, usually the SI unit of length, the metre (m).

2. The movement of a particle along a line can be described graphically by plotting values of the particle's
Author(s): The Open University

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3 The purpose of writing

Let's take a step back and think about why you are writing assignments. As with most tasks, if you have an understanding of why you are doing something and how it fits into the bigger picture, it is easier to define what is required of you and therefore to do a good job.

So, what do you see as the reasons for writing assignments? Here are some suggestions:

  • to meet the assessment requirements of my course;

  • to demonstrate my understa
    Author(s): The Open University

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2.4 Problems in closure

Projects do not always go according to plan. If problems develop during the closure period there are particular difficulties. The following story is told by an integration manager of an IT project.

Activity 3

Author(s): The Open University

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Introduction

The versatility of mammals is a central theme of the ‘Studying mammals’ series of units, but surely no environment has tested that versatility as much as the rivers and oceans of the world. Mammals are essentially a terrestrial group of animals, but three major groups have independently adopted an aquatic way of life. In moving to the water, aquatic mammals have had to survive, feed and reproduce using a set of biological characteristics that evolved in association with life on land. This
Author(s): The Open University

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4.4 Stages in assignment writing

Activity 5

Note down in your Learning Journal what you think the stages are that you have to go through in producing an assignment, from beginning to end.

Author(s): The Open University

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9.3 Developing a strategy

In developing a strategy for improving your skills in working with others you are aiming to:

  • identify the opportunities you can use to develop and practise your skills in working with others, and the goals you hope to achieve;

  • identify the resources you might use for developing your skills, including people who might be able to help you as well as libraries, books, databases, the Internet or online support;

  • establish
    Author(s): The Open University

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5.2 EU primary legislation

In Part B we learned that the different stages in the development of the EU have been marked by the adoption of intergovernmental documents called ‘treaties’. These are the first source of EU law and contain the founding legal acts. They contain the basic provisions and the majority of EU economic law. The treaties also create the decision- and legal rule-making powers of the EU institutions.


Author(s): The Open University

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5.3 A ‘circle’ of understanding

It may seem as if analysing, interpreting and evaluating a text are ‘stages’ we go through, one after the other. But it's nothing like as mechanical as that. You do not analyse a text into separate parts, then ‘add up’ those parts to produce some interpretation of the whole, and then evaluate it. Rather, analysis–interpretation–evaluation are overlapping processes. They are different kinds of activity, as we have seen by looking at them separately. But when you try t
Author(s): The Open University

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4 Who are the users?

This section reveals that ‘users’ can include a wide variety of people – not just the final purchasers or consumers of a product. The section also makes the case for strong user representation in the design process.

Of course, it is not only me who uses the various products in my home; other people use them as well, both members of the family and visitors. Sometimes the range of users of a product, and their different needs, can be diverse. And in addition to the obvious or intend
Author(s): The Open University

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Mole Cricket in Burrow
This short video gives excellent real life, close up footage of a Mole Cricket in burrow. This is our largest native orthopteran and one of our most impressive and unusual looking insects. The body is brown in color and covered with fine velvety hairs, and the forelegs are greatly modified for digging. Only the adult stages are winged, and flight is said to be clumsy, directionless and only performed on rare occasions at night. Males can be distinguished from the females by the op
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6.2 The application

The first application I shall describe is that of an online bookseller. Such a book sales system would carry out a number of functions:

  • It would allow the user to browse through a catalogue of books.

  • It would allow the user to browse through a list of the most popular books, with the list being updated every hour.

  • It would provide the facility whereby a user can buy books and add them to a notional shopping basket.


    Author(s): The Open University

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Language, language policies and education in Timor-Leste: Kirsty Sword Gusmão
Kirsty Sword Gusmão gives this lecture Language, language policies and education in Timor-Leste at The Australian National University. Timor-Leste is a nation rich in cultural and linguistic diversity. With over sixteen languages spoken across the country in addition to the officials languages of Tetum and Portuguese,Timorese society is truly multilingual. Whilst the Constitution of the Democratic Republic of Timor-Leste defines Portuguese and Tetum as co-official languages, and English and In
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4 Supply and demand: Kiran's story

The first six months have just flown by. I've really enjoyed working with the two or three schools that I chose following my conversation with my friend who is a student. I feel that I have established a good reputation for reliability as well as keeping the classes moving forward in their work. My family
Author(s): The Open University

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A Tribute to Dr. Edward Guiliano
A tribute to NYIT President Edward Guiliano, shown March 16, 2012, during the Edward Guiliano Global Center Naming Reception.
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Breast Lump Biopsy
This patient education program explains the benefits and risks of a breast lump biopsy. It also reviews the anatomy of the breast, symptoms, diagnosis, and what the procedure involves. This is a MedlinePlus Interactive Health Tutorial from the National Library of Medicine, designed and developed by the Patient Education Institute.
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8.1 Why polish?

Once you have reached this stage, you have nearly finished.

What does polishing mean, and what does it involve? Imagine polishing a car or a piece of furniture. Why might you do so? Usually, to make it look better, to present it in the best possible light, either for your own pleasure, or to impress others – perhaps because you want to sell it. If it is an object that you value, it is worth making it look its very best: it deserves it. How effective your polishing is usually depends o
Author(s): The Open University

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Recalling Charles James: Mary Ellen Hecht
Recalling Charles James: Mary Ellen Hecht

00:07:03
© 2000–2016 The Metropolitan Museum of Art. All rights reserved.

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