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Part 7 - Emma by Jane Austen (Vol 3: Chs 08-13)
Part 7. Classic Literature VideoBook with synchronized text, interactive transcript, and closed captions in multiple languages. Audio courtesy of Librivox. Read by Moira Fogerty
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Learning outcomes

After studying this course, you should be able to:

  • understand what we mean by the entanglements of social welfare and crime control, by exploring the tensions and relations between ‘watching over’ and watching out for’

  • understand policy responses and their relevance to the course

  • identify different kinds of evidence – in particular, visual evidence and interview evidence

  • demonstrate a development of skills in ICT, including h
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1 Overview

This course provides an introduction to thinking skills and ways of extending and developing your thinking.

But why do you need to do this?

Take a few moments to reflect on your reasons for looking at this course and ways in which you hope it will help you.

Perhaps you thought you would find it useful? Or maybe you have particular worries or concerns about thinking that have made you want to look at this issue in more depth. Looking at thinking skills is something that is no
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References

Alexander, G. (2002) eGaia: Growing a Peaceful, Sustainable Earth through Communications, Florida, Lighthouse Books.
Allinson, C.W. and Hayes, J. (1996) 'The cognitive style index: a measure of intuition-analysis for organizational
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EN-7. Participatory sciences and biodiversity management (Vidéo)

Colin Fontaine presents the interest and the functioning of the participatory sciences measures for the biodiversity. He evidences their benefits, for the scientists as well as for the observers, and he proposes an overview of the chronicle of those processes across the world.


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3.3.3 Reassembling the parts

As the wreckage was pulled from the river it was examined and identified, and any failures of the metal components were recognised and tagged. This was a mammoth task, given that virtually the whole bridge had fallen into the water, including all the road decks, trusses, chains and hangers, eye bars and the two towers. The parts were then reassembled and all the failed or fractured components photographed and catalogued. Over 90 per cent of the bridge components were collected together and re
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5.1 Ruminants

The earliest ruminant was probably an ancestor of the present-day chevrotain. The chevrotain skeleton appears to have remained virtually unchanged for the past 30 million years and, although there are now only four species confined to the jungles of Africa and Southeast Asia, they once had a worldwide distribution. So, chevrotains are placed in the suborder Ruminantia within the order Artiodactyla, to which other deer, antelopes, cattle, sheep and goats also belong. A second suborder, the Tyl
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References

The Economist (2000) 'Supplement: The new economy: untangling e-conomics', 23 September.
The Economist (2001) 21 July, p. 86.
Fisher, F. and Rubinfeld, D. (2000) 'United States v. Microsoft: an economic analysis', Public Law and Legal Theory Working Paper No. 30, UC Berkeley School of Law, Calif., at http://papers.ssrn.com (accessed September 2001).
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Learning outcomes

After studying this unit you should be able to:

  • demonstrate an understanding of how shared histories of places and spaces could be an important resource to any caring relationship;

  • identify ways in which the environment can become a resource for caring;

  • appreciate the importance of personal control over changes of place in relation to how people cope and adjust.


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1.2.1 The role of the Eurobarometer

In 1973 the Directorate of Information of the European Commission instituted a survey of public opinion amongst the members of the EEC. So now, twice a year, a sample of about 1,000 people from each country are interviewed on topics related to European integration and EU policy and institutions. This survey of public opinion is usually referred to as Eurobarometer. The reports are initially published by the Commission in French and English, though they are subsequently made available i
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4.1 Introduction

The 1970s marked a period in which the cessation of the ‘normal’ period of full-time employment at 60 or 65 years had become the accepted orthodoxy. The personal lives of older people had thus become constituted outside the domain of paid employment and within the arena of public and private welfare. As we illustrated in the preceding section, pensions, organised around fixed ages of retirement based on chronological measurements of age, played a crucial role in this process. Further, as
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Proof: cos(a+b) = (cos a)(cos b)-(sin a)(sin b)
Proof of the trig identity: cos(a+b) = (cos a)(cos b)-(sin a)(sin b). In an easy conversational tone, the instructor uses the computer screen as his 'blackboard' and different colors to emphasis his points. For high school students.
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Online passport status

Video link (see supported sites below). Please use the original link, not the shortcut, e.g. www.youtube.com/watch?v=abcde

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Activity 7: Hofstede's way of thinking about national culture

Allow 60 minutes for this activity.

Activity 6 introduced you to Hofstede's academic writing. This activity takes this further by giving you the chance to take a closer look at what he actually said.

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2.13 Key points about minerals

  1. Certain minerals are required in the body.

  2. Some minerals form essential structural components of tissues. For example, calcium, phosphorus and magnesium compounds are major components of bones and teeth. Fluoride is also important in protecting teeth from decay.

  3. Sodium, potassium, calcium and chloride ions are important in maintaining the correct composition of cells and of the tissue fluids around them (homeostasis). These same
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Derived copy of The Peripheral Nervous System
Stephanie Fretham
By the end of this section, you will be able to: Describe the structures found in the PNS Distinguish between somatic and autonomic structures, including the special […]

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1.4.3 Structures that both enable and constrain

Life within a society is made possible by structures. They operate at many levels, from the details of daily life (e.g. the routines of getting up in the morning, or the ritual greetings we use when we meet people) to the broader organisation of society (e.g. the channels through which mass media ‘news’ is generated, or the rules under which benefit payments are made). Even the language through which I am communicating now is a structured system of written symbols. But structures not only
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5.2 Case study 3: Menon poetry

The class teacher (Menon, 1999) was keen to develop the sense of a ‘writing community’ early on in the term. In the first few weeks she invited her students to form groups of their own choice, research a poet from a selected list, then plan and carry out a presentation. Students were encouraged to use the internet as part of this research.

At such an early stage in the academic year, when getting to know a
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Let's Discover French 3: Bonne Fête, Canada!
This animation, from the Let's Discover French Level 3 course, is aimed at grades 6 and 7. This animation is about Canada Day! Could also be used as a refresher for more advanced French language learners. Video is entirely in French.


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