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Albert Einstein: First Love
In 1896, Albert Einstein arrived at the Swiss Federal Polytechnic School.  In this video clip, learn how there he discovered the two things that will become major aspects of his life; intellectual freedom and women. (3:09)     
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Learning to learn: Reflecting backward, reflecting forward
This free course, Learning to learn: Reflecting backward, reflecting forward, gives you an opportunity to review what you have learned, and allow you to think about how you will take forward what you have learned, perhaps building and developing an Action Plan in order to support other aspects of change. First published on Tue, 22 Mar 2016 as Author(s): Creator not set

Introduction

This unit examines David Hume's reasons for being complacent in the face of death, as these are laid out in his suppressed essay of 1755, ‘Of the immortality of the soul’. More generally, they examine some of the shifts in attitude concerning death and religious belief that were taking place in Europe at the end of the eighteenth century, through examination of this and other short essays.

This unit is an adapted extract from the Open University courseAuthor(s): The Open University

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3.1 Social work values and legal values

Social work practice is founded on and informed by a value base; however, this value base is uncertain and changing (Shardlow, 1998). It is important that practitioners are able to reflect on their values and prejudices and consider the implications of these for practice. The next activity requires you to think about this before going on to look in more detail at what is meant by social work values.

Author(s): The Open University

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3 Language, mathematics and science in context

In the opening part of this course we argued that, as human beings, we are constantly engaging with the world through mechanisms called ‘ways of knowing’, and that three important ways of knowing are language, mathematics and science. Although it may be easy to see what makes language, mathematics and science different from each other, in real-life contexts they are rarely used in isolation. We tried to show this by using shopping as an example of an everyday activity that can involve all
Author(s): The Open University

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2.8 Making the framework your own

If there was a simple way to improve our own learning, we would all be geniuses by now. What this key skills approach tries to show is that learning is a complex process that draws on many skills and can be made more effective by becoming aware of what you are doing, how you are doing it and how well you are doing it. Once you are aware of what's going on, you can start to change things to suit your own learning style and the demands of the task or assignment you have to tackle.

The nex
Author(s): The Open University

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6.2 Citizenship at work

Employment is an issue of growing relevance to the lives of young people. In addition to their contact with the world of work through work experience, work-related learning and Citizenship, many young people also combine part-time work with their studies…. Young people need to know about the importance of health and safety at work, how to tackle discrimination and how to exercise their rights. They also need to underst
Author(s): The Open University

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Your School Bus Doesn't Look Like This! :-)
Mira and Jeremy Thompson's school bus tiny house tour. (09:36)

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6.3.2 Identify the outcomes you hope to achieve

An outcome is the result or consequence of a process. For example, you may want to select information from a number of sources for a report, and to do this you may need to improve your use of information search facilities and your critical skills in comparing and contrasting information. In this case your report is an outcome and using and improving your information literacy skills is part of the process by which you achieve that outcome.

A more focused outcome might be related to recog
Author(s): The Open University

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Conversations Among Writing Peers
One way to provide an authentic audience for young writers is to have
them share their work with each other. This program shows how teachers help students respond to their peers by modeling appropriate behavior and teaching protocols for student responses.

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7.2 What people do with the money?

Diane and John didn't get any money.

Enid saved her ‘lads’ money for them, and bought them clothes and other things from what she saved. She spent her ICA on herself, though it didn't sound as if she treated herself to many luxuries.

Sarah's payments went towards the allowances for her volunteer helpers at university. They helped her with making meals, mobility around the campus and getting into town. Sometimes she needed help with personal care, such as washing her hair.

<
Author(s): The Open University

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3.8.2 Analysing and answering essay-based exam questions

For the following activity, you can use questions from a specimen paper, past papers or even questions you have devised for yourself.

Activity 9

Exam questions for essay-based courses often contain 'process words'. T
Author(s): The Open University

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Lesson 275 – Conversa livre – Computadores
This is a free conversation between Tati and André, about computers. Esta é uma conversa livre entre Tati e André, sobre computadores.

Check out our website, brazilianportuguesepod.com and find out more how we can help you improving your Portuguese!


Author(s): contactus@brazilianportuguesepod.com (contactus@br

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6.2 Objects

To represent a thing such as an account or a payment from an object perspective, the software developers need to say how it can be used. An account is something that can be credited or debited with amounts of money and that remembers the total balance between operations. As users of an account, we do not care whether the balance is represented by electrons or by numbers on a slate, or whether the numbers are represented in binary or decimal. As long as we can withdraw money at some time after
Author(s): The Open University

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Virtual Maths - 2D Shapes, triangle
Interactive simulation demonstrating calculation of area of a triangle
Author(s): Leeds Metropolitan University

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Learning outcomes

After studying this course, you should be able to:

  • give examples of assessment by health or social care workers.


Author(s): The Open University

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Learning outcomes

After studying this course, you should be able to:

  • identify exercise prescriptions aimed at increasing aerobic fitness.


Author(s): The Open University

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5.95J Teaching College-Level Science and Engineering (MIT)
This participatory seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. This course is designed for graduate students interested in an academic career, and anyone else interested in teaching. Readings and discussions include: teaching equations for understanding, designing exam and homework questions, incorporating histories of science, creating absorbing lectures, teaching for transfer, the evils of PowerPoint, and planning a course. Th
Author(s): Mahajan, Sanjoy

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

The psychological aspects of sports injury
For many people sport is a way of life, so imagine the emotional distress that a sports injury can bring when it restricts someone's participation in sport. This free course, The psychological aspects of sports injury, examines the role of psychological factors in sports injury. You will look at both the psychological factors that can lead to a sports injury and the psychological reactions that a sports person can experience when injured. This course is for you if you have ever experienced a spo
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5.1 Security and privacy

The internet is not a particularly secure place. There are two aspects to this: the first is that information is widely published throughout the internet which can be used for criminal and near-criminal activities. The second aspect is that since the internet is an open system, details of its underlying technologies are freely available to anybody. This means that the way data passes through the internet is in the public domain; the consequence of this is that, theoretically, anyone with the
Author(s): The Open University

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