Blood Cell Basics
Students will make a proportional model of blood out of red gelatin, a plastic bag, and rice. They will learn about the different components that make up blood and will investigate what happens when the arteries and veins experience buildup from cholesterol. They will then work in pairs to brainstorm ways to clean our clogged arteries.
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3.1 Introduction

This section is the second step in using learning to help you achieve your own personal goals for change and development. This second step is really about developing additional ways to build on the evidence you gathered about yourself in Section 2. In particular it considers how other people can help you change. There are two main aspects to this. The first is about involving other people so that you can get feedback from them and increase the depth of your own self-understanding. The second
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

2 Why it's important to be a learner
This unit is for people who are thinking about making changes in their lives, such as returning to study or taking a different direction at work. It will help you build on what you already know; consider the choices open to you; use your skills and qualities to achieve change; and make plans for the future.
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

1.1 Welcome

Learning to change is a unit for people who are interested in learning about making changes in their lives. We think that you will find the unit interesting and that it will give you ideas that are useful for bringing about personal change.

The aims of this section are to:

  1. provide you with a clear idea of what the unit is about and how it is structured
  2. help you understand the importance of the word ‘skills’
  3. sta
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    Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

What performance indicators become prevalent in a recession?
Rob Goffee, Professor of Organisational Behaviour at London Business School discusses what the most common performance indicators are during a downturn, including the 'soft' indicators such as enjoying your job

Nutrition - Human Sciences
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Baritone Assembly, Embouchure, and Playing your first notes.
This video shows step by step how to assembly, hold and produce some first tones on the baritone.
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" 3-D Shapes I Know"- A Song With Real-Life Examples
This computer-animated video contains a lively song which identifies the 3-D shapes ( sphere, cylinder, cube, and cone) and shows real-life examples of each. ( 3:18)
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Myotonic Muscular Dystrophy - Motor Exam - Special Tests Sub-exam - Patient 2
Patient is a 52-year-old African-American male with a known diagnosis of myotonic muscular dystrophy. His neuromuscular symptoms began in the early 1990s with poor dexterity in the hands, dropping objects, and clumsiness with fine motor weakness. He is very slow buttoning clothes, putting on his shoes, brushing his teeth, shaving, and other similar activities. He has trouble in ambulation and falls frequently. He has trouble getting up from a chair or sofa and climbing stairs. He also reports co
Author(s): John C. Pearson, PhD

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Egg Drop
A process for technical problem solving is introduced and applied to a fun demonstration. Given the success with the demo, the iterative nature of the process can be illustrated.
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Raku ehitus ja talitlus
Tartu koolide õpetajate koostatud arvutitundide konspektid seoses multimeedia projektori kasutamisega tundides
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3.5.1 What is ‘reflective learning'?
What is your experience of work and what did you learn from this experience? This unit will enable you to reflect upon what you have learned from work and support you in improving how you learn at work. It will encourage you to think critically about work-based learning and review your own professional knowledge and skills.
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

3.5 Experience, practice and reflection
What is your experience of work and what did you learn from this experience? This unit will enable you to reflect upon what you have learned from work and support you in improving how you learn at work. It will encourage you to think critically about work-based learning and review your own professional knowledge and skills.
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

How much money do I have?
Students will play any of the following games to practice counting money and making change. Once completed, students will be able to apply these skills on a worksheet that will be turned in.
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The new kid on the media block
Op het einde van deze les kun je nieuwe woorden in verband met internet en blogging correct gebruiken.
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Pump it up
Developed for third and fourth grade. There will be a sheep heart available for the students to look at, so that they can see the different parts of the heart. It will be used to describe the process involved when the heart pumps blood to the rest of the body. Students will be taught how to take his or her pulse. They will then be comparing their pulses at rest to their pulse after doing several different activities. After recording their findings on a data table (see Figure 1), they will graph
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Spotlight on Andy Egan - Eating Right: The Ethics of Food Choice and Food Policy
Thought much about food lately? What are the environmental and social consequences of various eating habits? What moral obligations, if any, do we have toward nonhuman animals? Do the answers to these questions generate moral obligations to adopt (or to abandon) particular eating habits? How are our individual and societal decisions about what to eat expressive of aesthetic, moral, cultural, and religious values? What's the moral (and policy) significance of particular cultural culinary tradi-
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Student Report: Expo-sciences 2011
http://now.concordia.ca From coordinating volunteers to securing and preparing the venues to communications and promotions, the university-wide coordination of numerous departments and people throughout Concordia helped make the Expo-sciences regional final an event to remember for hundreds of students. Watch the video below to experience what it's like to be part of the biggest science fair in Quebec.
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Proof You Went Psychotic Last Night
What happens when we sleep? In this short clip from a larger segment Matt Walker argues that we all went psychotic last night. (02:23)
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Gophers
This is brief footage of a gopher that is beginning to dig a borrow, where he will live alone. (00:52)
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