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The Cambodian Invasion
Learn how a what was supposed to be a step towards ending the war, only made it worse during the Vietnam War. This video shows how President Nixon made a mistake as he advocated the invasion of Cambodia. Tells about the killing of student protesters in America by police and troops was caused by this action. A good video to show students on civil disobedience as well as to provide some perspective about the war.
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6.1 Influences on the law-making process

In Part E I will discuss the influence of pressure groups in the rule-making process and assess the role that citizens can have in influencing the laws Parliament makes.

As you have seen already, most Acts of Parliament are the outcome of the policy decisions taken by Government and the actual policies pursued will depend upon the political goals of that Government. Most Acts result from Government Bills sponsored by the relevant Minister. Education legislation, for example, will be int
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6.3 (b) Switching to renewable energy sources
Access to safe, clean and sustainable energy supplies is one of the greatest challenges facing humanity during the twenty-first century. This unit will survey the world’s present energy systems and their sustainability problems, together with some of the possible solutions to those problems and how these might emerge in practice.
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4.3.2 Wave power
Access to safe, clean and sustainable energy supplies is one of the greatest challenges facing humanity during the twenty-first century. This unit will survey the world’s present energy systems and their sustainability problems, together with some of the possible solutions to those problems and how these might emerge in practice.
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3.1 Belonging to a group
Are you always the quiet one when it comes to group discussion? This unit will help you improve your working relationships with other people in groups of three or more. This unit also deals with project life cycles, project management and the role of the leader.
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2.3.2 The project (single) team
Are you always the quiet one when it comes to group discussion? This unit will help you improve your working relationships with other people in groups of three or more. This unit also deals with project life cycles, project management and the role of the leader.
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4.17.1 Software agents

A software agent is a program that displays a certain minimum level of autonomy – it acts as a surrogate for a human user. An agent does something for the user automatically, when given instructions. The more sophisticated the agent is, the fewer instructions it needs, and the more capable it is of making decisions on its own – the more ‘agent-like’ it is. An agent can be run on a client (the user's machine) or on a server (for example, a web server). It can also be anchored (sta
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4.13.1 Standards and classification

ICTs depend on myriad standards in order to provide interconnectivity. If this was a computer science course, you would be learning about standard network protocols which enable computers to communicate with each other or with other devices, whether over the internet or from your computer to a network printer. Standards enable us to send email and browse websites without worrying about the underlying mechanisms (until they fail, forcing us to focus on the tool instead of our work).


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4.1 Technologies and meta-knowledge

Meta-knowledge is knowledge about knowledge; for example, ‘I know that I know my age’. Meta-knowledge is crucial for managing our own learning and knowledge. For instance, I need to be able to recognise that I am lacking information before I will go and seek it out.

Not surprisingly, meta-knowledge is also crucial to organisational knowledge management. How can an organisation coordinate its activities or learn from the experiences of its members if it has no idea of wha
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3.2 Organisational memory systems

Without a memory, humans are paralysed in the present moment, unable to reflect on lessons learned or to anticipate the future. You will notice that the heading given to the framework in Figure 3 is corporate memory. The whole dynamic system of people and technologies is conceived as constituting an organisation-wide resource that will enable it to become a more intelligent, learning organism, to pursue the anthropomorphic metaphor. The organisational memory challenge goes beyond tradi
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2.4.1 From Heidegger to knowledge technologies

Because each transformation from one ‘knowledge state’ to another (Figure 2) is an act of interpretation, there is no such thing as objective knowledge representation, or indeed objective classification or codification of any sort (in software or any other medium): there is always a viewpoint. This leads to the view that information and communication systems cannot be thought of as neutral; in their formal structures and operations they embody the goals and perspectives of their deve
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2.3.1 From tacit pre-understanding to symbolic representation

This section reflects many of the critiques that have been made of efforts to apply technology to knowledge work without taking seriously the differences between human and artificial knowledge representations. Stahl (1993a,b) has presented an informative analysis of the transformation of knowledge from tacit to explicit to formally codified representations in computer-interpretable form, emphasising the centrality of interpretation situated in the workplace (Figure 2).

Stahl also seeks
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3.3 Limited positive characterization

The painted portrait was, however, perceived to be more than a mere ‘map of the face’. It was also meant to reveal aspects of the inner as well as the outer being.

Figure 10
Image 10 Photographer/Painter: Sir Joshua Reyn
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Classroom Triangles
In this activity, students will use bearing measurements to triangulate and determine objects' locations. Working in teams of two or three, students must put on their investigative hats as they take bearing measurements to specified landmarks in their classroom (or other rooms in the school) from a "mystery location." With the extension activity, students are challenged with creating their own map of the classroom or other school location and comparing it with their classmates' efforts.
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Form vs. Function
Students model and design the sound environment for a room. They analyze the sound performance of different materials that symbolize wallpaper, thick curtains, and sound-absorbing panels. Referring to the results of this analysis, they then design another room based on certain specifications and test their design.
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Sneaking Up On Sneakers
This activity explores why different types of sneakers are used in a variety of common sports. It connects how engineers analyze design needs in sneakers and everyday items. The goal is for students to understand the basics of engineering associated with the design of different types of athletic shoes. Sneakers are one of the most commonly worn shoes in our American culture. They provide comfortable support for our feet as we go about our active lives as students, athletes, educators, and engine
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Snakes Go to Great Lengths to Fool Predators-Find Out How!
Watch how a none poisonous snake use its tongue to trick predators, and a double headed snake having the same features of its tail as its head(Running Time 2:00).                
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Every Picture Tells a Story: K-4
These activities are designed to create a sense of disequilibrium in the visual perception of students to make them aware of different ways to to view a picture. The students will view the images, decide what they see in each, record their ideas, and write a story based upon these findings.
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Introduction

People have always communicated with each other – initially by face-to-face communication through gestures and sounds, then over a distance through written messages and signals in the form of fires, lights or flags. Technology, for instance in the form of electrical signals, has reduced many of the limitations of distance. Communication networks have become very important, and modern society depends on them for the smooth operation of economic and social activities. In this unit we regard a
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References

Cremin, H., Thomas, G. and Vincett, K. (2003) ‘Learning zones: an evaluation of three models for improving learning through teacher/teaching assistant teamwork’, Support for Learning, vol.18, no.4, pp.154–61.
Department for Education and Employment (DfEE) (2000) The Teaching Assistant's File: Induction Training For Teaching Assistants, DfEE, London.

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