Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 14581 result(s) returned

1.1 The transition from planning to action

In working on a project, it is sometimes difficult to make the transition from planning to action. It usually falls to the manager, as leader of the project, to make sure that activities are started; but not before it is clear who should carry out which tasks, and when. The first step for the project manager is to ensure that the plan is communicated to those who will be working on the project. It is not always safe to assume that others will understand the plan or its implications, particula
Author(s): The Open University

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Purdue Day of Giving Krannert Challenge
Description not set
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High magnification SEM image of open cell polyurethane foam
If a gas is injected into a liquid it forms a cellular foam structure. When a thermoset prepolymer of low viscosity is foamed, the polymer can drain from the cell walls (driven by surface tension) before it sets at the cell edges, leaving an open-celled foam. The cell edges have three concave sides, and some remnants of collapsed cell walls can be seen at the cell edges.
Author(s): DoITPoMS, University of Cambridge,J A Curran, Depa

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http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

2.6.1 course summary

  1. Laws summarise regularities observed in Nature. They can summarise large numbers of similar phenomena and make it possible to predict the course of particular phenomena.

  2. In physics, many of the laws are expressed mathematically and concern measurable quantities. This aids precision and clarity, and it supports rational argument.

  3. Newtonian mechanics is based on equations (Newton's laws of motion, Newton's law of universal gravita
    Author(s): The Open University

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8.5 MMR safety

Fitzpatrick, M. (2004) Chapter 8 ‘The Lancet Paper’ taken from MMR and Autism: What Parents Need to Know, London, Routledge. Copyright © 2004 Michael Fitzpatrick.

In January 2001 Dr Wakefield adopted a radically different tack in the campaign against MMR. He now turned to the field of public health and vaccination policy, questioning whether appropriate safety procedures had been followed when MMR was introduced into Britain in the late 1980s. In a paper writte
Author(s): The Open University

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Save the Asian Black Bear
These bears spend much of their lives on trees in the forests of
Japan, India, China and some southern Russia. Smallish in size and
agile, these bears have large curved claws that help them climb or dig
burrows. They have a distinct white crescent-shaped patch on their chest
and live in small family groups, eating insects, berries, fruits and
small animals. These bears usually shy away from human contact, although
if provoked or angry, they become violent

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Providing for Gifted and Talented Youth
The announcement of a national register of gifted and talented pupils has raised questions over how we provide for the most able children. Commentators have raised concerns over elitism, how we select people for the register and even whether this is the most effective approach to dealing with gifted provision in schools. Professor Deborah Eyre is the Director of the National Academy for Gifted and Talented Youth, based at the University of Warwick. NAGTY is tasked with identifying the top 5%
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8.3.1 Identify opportunities for using problem-solving skills

Where and how will you use problem-solving skills over the next 3–4 months? What opportunities do you have to develop your skills? For example, you may be working on a course project with a defined goal but the best route to that goal is not clear; you might be involved in contributing to the design of a system, improving its performance or investigating the feasibility of ideas; you may be involved in resolving resource or staffing difficulties, or in planning a major event.

Problems
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2.7 Geological problems in coal mines

A modern coalface is a very complex operation that represents a large investment in terms of capital, labour and planning. Cutting machines and lengthy conveyors are inflexible and require uniform geological conditions to maximize output. What then are the effects of geological variations on such a mining system?

Geological factors control the selection of working areas. The two principal geological conditions that affect mining operations are, first, the nature of the coal-bearing rock
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4.1 Design guidelines and their limitations

Having considered practical accessibility measures we can implement in creating eLearning materials, we now take a closer look at the guidelines that are available to support the development of accessible resources. Guidelines are available from many different sources and cover a variety of learning environments, however they are unlikely to resolve all accessibility issues in any given eLearning context, and should not be treated as a complete solution.


Author(s): The Open University

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7 Managing the BSE/vCJD episode: an overview

Having concentrated so far on the 'science' behind BSE and vCJD, we now turn our attention to how the episode was managed by scientists, politicians and other relevant decision makers. Not surprisingly, we shall find that the themes of communication, risk and ethical issues are inextricably linked to that of decision making (at local, national and international levels).

Over the years, the UK Government implemented a great many Orders and Regulations, amending several of these more than
Author(s): The Open University

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1.5.6 Copyright - what you need to know

An original piece of work, whether it is text, music, pictures, sound recordings, web pages, etc., is protected by copyright law and may often have an accompanying symbol (©) and/or legal statement.. In the UK it is the Copyright, Designs and Patents Act 1988 which regulates this.

In most circumstances, works protected by copyright can be used in whole or in part only with the permission of the owner. In some cases this permission results in a fee.

However, the UK legislation inc
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IHM / Interaction Homme Machine : ensemble des composants pédagogiques
Ces composants s'inscrivent dans le cadre du projet UNIT IHM et se proposent de répondre au besoin des institutions mettant en place des modules d'IHM. Cinq composants sont disponibles : Interaction et manipulation directe / Caractérisation de l'interaction / L'utilisabilité / Les difficultés de la perception visuelle / Les techniques d'interaction à partir d'un dispositif de pointage
Author(s): Cédric Dumas;Cédric

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Ces ressources sont la copropriété de l'Ecole des Mines de Nantes et d'UNIT. Leur utilisation est libre dans les limites fixées par la licence CeCILL : http://www.cecill.info/licences/Licence_CeCI

3.2.1 Try some yourself

1 Convert each of the following to percentages. Round off the percentages to whole numbers.

  • (a)

    • (i) 0.8

    • (ii) 0.21

    • (iii) 0.70


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6.1 What are aims and objectives/outcomes?

It is best to start to settle on the aims and objectives/outcomes (these terms are variously used around the world but are largely interchangeable) of your free course as soon as possible. You looked at the intended learning outcomes of some courses in Section 1. The difference between aims and objectives is that the aim is the general statement of what you hope the course will achieve, usually expressed in terms of what you will be presenting in the course; the objectives are what you intend
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Keep on learning

Study another free course

There are more than 800 courses on OpenLearn for you to c
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1.3 Designing alternative programmes and curricula

Assuming that both the content of mathematics and the processes need to be included in programmes and curricula, the problem becomes one of how a suitable curriculum can be structured. One possibility is to construct a very specific curriculum with clearly defined objectives for both content and processes separately, and possibly with suggested learning activities. However, content and process are two complementary ways of viewing the subject.

An alternative is to see the curriculum in
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1.5.2 Resources

Resources on film music can be difficult to come by. There has been a gradual increase in the range and number of books available, and the bibliography you can get by clicking on the link below should help guide you towards useful texts.

Click 'View document' to open Indicative film music bibliography

Powers of Minus Ten - Cells and Genetics App for iOS
'Powers of Minus Ten lets you zoom in to explore human cells and molecules! Discover some of the basic concepts in biology and learn about the structures of a few of the key cells, proteins, and molecules found in our bodies.''POMT is...- meant to be a general introduction to the science behind cells and genetics- an ever-expanding visual guide to the microcosm (More content is constantly in the works)- a relatively seamless zooming experience that emphasizes the interconnectedness of life's pro
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4.2 ATM layers

In this section I shall briefly review some of the main functions of the ATM layers but I shall not go into too much detail because at this stage we are interested in only the general points about protocols.


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