Ok... so this is an extra credit question worth 50 points. How much do you know about international waterways and how they are regulated? Why do countries care about this? Explain the current agreement between the USA and Russia. Since 1821, how many times have the two countries had a disagreement related to this?

Cite your sources!

1:22:36 Could A community Association get a Community Banking Licence? 1:22:38 Could a local Credit Union be a consortium partner and issue more money into the system to develop the entire wealth of the Neighbourhood

Topic: Defining Distance Education Date: 1980 Course/Subject: Distance Education Studies

Notes Main Idea The paper analyzes existing definitions of distance education and identifies six essential components that should be included in a comprehensive definition. The analysis covers different educational philosophies and institutional contexts for distance education.

Key Definitions and Theorists Holmberg's Definition

Distance education involves the separation of teacher and learner. Requires planned, structured learning materials and institutional support. French Law (Loi 71.556 du 12 juillet 1971)

Defines distance education as learning where the teacher is not physically present, except for occasional tasks. Moore's Definition

Highlights separation of teaching and learning behaviors. Emphasizes the use of technical media and the importance of two-way communication. Peters’ Definition

Describes distance education as an industrialized form of education. Incorporates principles like division of labor, mass production, and mechanization in the teaching process. Six Essential Components of Distance Education Separation of Teacher and Student

Physical and temporal separation in the teaching and learning process. Role of Educational Organization

Planning, preparing, and providing learning materials and support. Use of Technical Media

Communication between teacher and learner facilitated by print, radio, television, or computers. Provision of Two-Way Communication

Opportunities for dialogue between teacher and learner. Possibility of Occasional Seminars

Allowing for some face-to-face interaction for didactic or social purposes. Participation in an Industrialized Form of Education

Incorporates aspects of industrial processes in the delivery of education, such as standardized materials and automated communication. Analysis and Discussion Educational Contexts and Models

Different definitions cater to various levels and types of education (e.g., correspondence, open learning, external studies). Theoretical frameworks like Peters' focus on the structural separation and mechanization of distance education. Challenges and Misconceptions

Confusion over terminology, such as correspondence study vs. distance education. Misunderstanding of the relationship between traditional and distance education models. Proposed Solution

The term 'distance education' is suggested as the most suitable to encompass various forms and philosophies of education that involve separation of teacher and learner. Implications The need for clarity in defining distance education for consistent policy development and theoretical analysis. Importance of recognizing the distinct nature of distance education as an industrialized form of learning. Questions/Cues What are the key differences between Holmberg’s and Peters’ definitions of distance education? How does Keegan's six-component framework help in distinguishing distance education from other forms of non-traditional education? Why is Peters’ view on industrialization important in understanding distance education? Summary The paper provides a detailed analysis of distance education by examining prominent definitions and proposing a comprehensive framework. Keegan emphasizes the industrialized nature of distance education and the necessity for clear terminology to distinguish it from other educational forms.

Reference Keegan, D. J. (1980). On defining distance education. Distance Education, 1(1), 13-36.

for - stats - ecosystem disruption and financial losses study - Dutch investors risk 510 billion EUR or 36% of the Dutch 1.4 trillion EURO investment is at risk

https://en.wikipedia.org/wiki/Shmita

During shmita, the land is left to lie fallow and all agricultural activity, including plowing, planting, pruning and harvesting, is forbidden by halakha (Jewish law).

The sabbath year (shmita; Hebrew: שמיטה, literally "release"), also called the sabbatical year or shǝvi'it (שביעית‎, literally "seventh"), or "Sabbath of The Land", is the seventh year of the seven-year agricultural cycle mandated by the Torah in the Land of Israel and is observed in Judaism.

a harmadik részben megváltozik az elbeszélő, Radnóti immár az egész magyarság nevében szól. stílusában a régi prédikátorokat idézve szól Istenhez, Isten nagyságát dicsőítve és a bűnös emberiséget ostorozva. a szomszédos népek bűnösnek kiáltottak ki minket, a költő azonban békevágytól vezetve vallja, hogy egy egész nép nem lehet bűnös, hiszen számtalan ártatlan tagja van; csecsemőktől egészen magáig a költőig.

az utolsó sor elkülönül az eddigiektől. ebben a sorban egy hatalmas szárnyú óvó madár képe jelenik meg. az éjji felleg a bibliában a Gondviselő Istent jelenti. az egész világot beborító szárnyas virrasztó csak Isten lehet, hiszen csak ő képes az abszolút virrasztásra, aki soha nem alszik el sem szellemében sem testi valójában. Radnóti védelemért könyörög az Úrhoz az egész szenvedő emberiség számára.

AssayResult: 3.6

AssayResultAssertion: Indeterminate

StandardErrorMean: 0.11

HGVS: NM_024675.3:c.2792T>G p.(Leu931Arg)

AssayResult: 108.7

AssayResultAssertion: Not reported

PValue: > 0.9999

Comment: Exact values reported in Table S3.

HGVS: NM_024675.3:c.371C>T p.(Thr124Ile)

AssayResult: 12.77

AssayResultAssertion: Abnormal

ReplicateCount: 2

StandardErrorMean: 5.34

Comment: Exact values reported in “Source Data” file.

AssayResult: 14.01

AssayResultAssertion: Abnormal

ReplicateCount: 2

StandardDeviation: 0.53

StandardErrorMean: 0.38

Comment: Exact values reported in “Source Data” file.

HGVS: NM_024675.3:c.2915T>A p.(L972Q)

AssayResult: 119.6

AssayResultAssertion: Normal

ReplicateCount: 22

StandardErrorMean: 19.5

Comment: This variant had normal function (75-125% of wildtype peak current, <1% late current, no large perturbations to other parameters). These in vitro features are consistent with non-disease causing variants. (Personal communication: A. Glazer)

HGVS: NM_198056.2:c.327C>A p.(Asn109Lys)

AssayResult: 56, 52

AssayResultAssertion: Abnormal

Comment: See Table S3 for details

AssayResult: 3.1

AssayResultAssertion: Abnormal

Comment: See Table S3 for details; The blood sample used to test this variant was derived from an individual carrying the c.723del variant in combination with the c.*1175A>C variant in heterozygosity.

AssayResult: 7.1, 6.0

AssayResultAssertion: Abnormal

Comment: See Table S3 for details

HGVS: NM_000546.5:c.723del p.(Cys242Alafs*5)

AssayResult: 52

AssayResultAssertion: Abnormal

Comment: See Table S3 for details; The blood sample used to test this variant was derived from an individual carrying the c.723del variant in combination with the c.*1175A>C variant in heterozygosity.

Constructs which mistake the head as superior to the heart or as an adequate starting place for imaginings will always lead to destruction since the head can not handle nor is it designed for the necessary embedding and recursion which is a seed bearing fruit in itself. But it is sure that, before the brain breaks down and eventually falls/fails, those who mistake it as the best foundation will inevitably turn to mocking them who follow through with flow of spirit through and back to the heart. (see Lehi's Dream 1 Nephi 8:26-27 and Nephi's visitation of the same dream in 1 Nephi 11:35-36)

This phrase,"foolish imaginations" can and ought to be read as the "FULLish imaginations of his heart." In earlier verses we see that a FULL rendering of Lehi's heart brought about fulfillment on several levels already. This "fulfillment" even took the immediate form of a "filament" (pillar of light which struck a rock in front of Lehi just as the communication struck his heart with overpowering energy). The electrical charging effects of Full Imagining can be transmitted beyond the individual and others can be made to feel these effects, however, unless they are allowed to take hold in the heart where embedding and recursion can take place, then they are short lived and sometimes can have disastrous overall effect upon others who rely on second-hand spirit and external motivation. (see 1 Nephi 3:28-31 and 1 Nephi 17:53-54)

§§. 21-36 & § 91(1) of the Constitution Act, 1867

Referenced in Re: Authority of Parliament in relation to the Upper House, [1980] 1 SCR 54, 1979 CanLII 169 (SCC)

§§. 21-36 & § 91(1) of the Constitution Act, 1867

Referenced in Re: Authority of Parliament in relation to the Upper House, [1980] 1 SCR 54, 1979 CanLII 169 (SCC)

§§. 21-36 & § 91(1) of the Constitution Act, 1867

Referenced in Re: Authority of Parliament in relation to the Upper House, [1980] 1 SCR 54, 1979 CanLII 169 (SCC)