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Consett Steel Works AA98_06557

CONSETT STEEL WORKS, Durham. General view of the Consett Steel Works showing trackways and overhead piping. The works supplied the materials for everything from Blackpool Tower to Britain's nuclear submarines. Photographed by Eric de Mare (active 1945-80).


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Private Universe in Project in Mathematics: Workshop 6: "Possibilities of Real Life Problems"
Students come up with a surprising array of strategies and representations to build their understanding of a real-life calculus problem—before they have ever taken calculus.,High school seniors from Kenilworth and New Brunswick NJ, work on a real-life problem based on Eadweard Muybridge's historic sequence of 24 photographs of a cat in motion. The question, “How fast is the cat moving in frame 10 and frame 20?,” deals with one of the fundamental ideas of calculus. Students find several ways t
Author(s): Harvard-Smithsonian Center for Astrophysics

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Smithsonian Institution-Astrophysical Observatory, All Rights Reserved

Private Universe in Project in Mathematics: Workshop 6: "Possibilities of Real Life Problems"
Students come up with a surprising array of strategies and representations to build their understanding of a real-life calculus problem—before they have ever taken calculus.,High school seniors from Kenilworth and New Brunswick work on a real-life problem based on a sequence of 24 photographs of a cat in motion. The question, “How fast is the cat moving in frame 10 and frame 20?,” deals with some of the fundamental ideas of calculus. Students find several ways to represent their growing under
Author(s): Harvard-Smithsonian Center for Astrophysics

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Smithsonian Institution-Astrophysical Observatory, All Rights Reserved

Private Universe in Project in Mathematics: Workshop 6: "Possibilities of Real Life Problems"
Students come up with a surprising array of strategies and representations to build their understanding of a real-life calculus problem—before they have ever taken calculus.,High school seniors from Kenilworth and New Brunswick work on a real-life problem based on a sequence of 24 photographs of a cat in motion. The question, “How fast is the cat moving in frame 10 and frame 20?,” deals with some of the fundamental ideas of calculus. Students find several ways to represent their growing under
Author(s): Harvard-Smithsonian Center for Astrophysics

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Smithsonian Institution-Astrophysical Observatory, All Rights Reserved

Private Universe in Project in Mathematics: Workshop 6: "Possibilities of Real Life Problems"
Students come up with a surprising array of strategies and representations to build their understanding of a real-life calculus problem—before they have ever taken calculus.,The Catwalk, Part 2: Betting on What You Know. Continuing the problem to its conclusion, the students use their representations as the basis for reconstructing the cat’s movement.
Author(s): Harvard-Smithsonian Center for Astrophysics

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Smithsonian Institution-Astrophysical Observatory, All Rights Reserved

Private Universe in Project in Mathematics: Workshop 6: "Possibilities of Real Life Problems"
Students come up with a surprising array of strategies and representations to build their understanding of a real-life calculus problem—before they have ever taken calculus.,The Catwalk, Part 2: Betting on What You Know. Continuing the problem to its conclusion, the students use their representations as the basis for reconstructing the cat’s movement.
Author(s): Harvard-Smithsonian Center for Astrophysics

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Smithsonian Institution-Astrophysical Observatory, All Rights Reserved

Private Universe in Project in Mathematics: Workshop 6: "Possibilities of Real Life Problems"
Students come up with a surprising array of strategies and representations to build their understanding of a real-life calculus problem—before they have ever taken calculus.,In a voluntary two-week summer workshop, high school seniors from Kenilworth and New Brunswick work on a real-life problem ("The Catwalk") based on Eduard Muybridge's sequence of 24 photographs of a cat in motion. The question, “How fast is the cat moving in frame 10 and frame 20?,” deals with some of the fundamental idea
Author(s): Harvard-Smithsonian Center for Astrophysics

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Smithsonian Institution-Astrophysical Observatory, All Rights Reserved

Private Universe in Project in Mathematics: Workshop 6: "Possibilities of Real Life Problems"
Students come up with a surprising array of strategies and representations to build their understanding of a real-life calculus problem—before they have ever taken calculus.,In a voluntary two-week summer workshop, high school seniors from Kenilworth and New Brunswick work on a real-life problem ("The Catwalk") based on Eduard Muybridge's sequence of 24 photographs of a cat in motion. The question, “How fast is the cat moving in frame 10 and frame 20?,” deals with some of the fundamental idea
Author(s): Harvard-Smithsonian Center for Astrophysics

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Smithsonian Institution-Astrophysical Observatory, All Rights Reserved

Breakout Richard Lester Nulcear
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Conclusion

The aim of the first section was to introduce you to the concept of the market-led approach to marketing (also referred to as pan-company marketing or marketing orientation) and to differentiate it from ‘marketing department marketing’. I used examples and case studies to make you think about the applicability of this concept to commercial (for-profit) and non-profit organisations, and gave you activities to help you apply it in your own organisation.

Five of the learning outcomes w
Author(s): The Open University

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The 18th Schrödinger Lecture - Quantum Entanglement: Weird, but Useful
Professor Knight explains how quantum entanglement has divided scientists and transformed our understanding of the natural world.
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What Will A Companionable Computational Agent Be Like? (Lovelace Lecture 2010)
Yorick Wilks explores the state of the art in modelling realistic conversation with computers over the last 40 years, and asks what we would want in a conversational agent (or 'Companion') designed for a long-term relationship with a user. This lecture begins by looking at the state of the art in modelling realistic conversation with computers over the last 40 years. Yorick Wilks argues that there has been real progress, even though some systems of the late 1960s were remarkably good, a fact lar
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3.4 The equations of uniform motion

It has already been said that the straight-line graph of any uniform motion can be represented by an equation of the general form

where A and B are constants. Different cases of uniform motion simply correspond to different values f
Author(s): The Open University

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1.3 The video clips

Now watch the clips below, making notes in your Learning Journal.

Hoover on Unemployment Relief
On October 18, 1931, as the nation faces a deepening depression, President Herbert Hoover announces in his radio address the inauguration of a six-week campaign to raise local relief funds to aid the unemployed. (01:23)
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Demise of the Anasazi
A climate change resulted in the Anasazi being driven by hunger from their homes and their civilization collapses. Lessons that are explained are too many people and not enough resources.

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The impact of enterprise focussed modules
This presentation outlines the use of a tested research instrument (Bandura's self efficacy theory) and students own perceptions of their enterprise skills and abilities
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http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

Virtual Maths, Shapes, Space and Measure, Sine, Cosine, Tangent, and Theta
Interactive tool demonstrating formulae for sine, cosine, and tangent with Theta
Author(s): Leeds Metropolitan University

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2.4 Bringing your learning together in reflective practice

Consolidating your learning

In this section you are going to bring together the knowledge and skills you have gained so far and consider what is meant by ‘reflective practice’. You have been introduced to different ways of understanding the role of a social worker and the lives of the people social workers work with. You should have started to recognise the different aspects of what it means
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6 Conclusion

We have covered a lot of ground in this course – yet, at one level, the message is simple: knowledge involves knowers – people – who learn how to think and act in the here-and-now of specific contexts. Practice situated in specific contexts is rarely if ever idiosyncratic, utterly individualistic or random. Rather, it is shaped by past practice. Informal and explicit formal rules – the institutional ‘rules of the game’ (North, 1990) – enable and constrain particular activ
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