Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: Figure 1 Science Photo Library; Figure 8a This photograph has been provided by Railway Technical Research Institute in Japan; Figure 22 Proceedings of the Royal Society A248 464. The Royal Society; F
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Optional reading If you are interested in investigating the issues raised by the House of Lords Select Committee report in more detail, you will find a copy of the full report on the web at: http://www.publications.parliament.uk/pa/ld199900/ldselect/ldsctech/38/3801.htm The following references also discuss issues related to key findings from this report: Irwin and Michael (2003, particularly pp. 19–40), Miller (2001) and Gibbons (1999). This overall picture places demands on you as a co
1.5.1 Rhetoric and rigour Most students know that a PhD requires good science or good engineering or good disciplinary research of whatever flavour. Many forget that it also requires good ‘story telling’. Both rigour and rhetoric are essential ingredients of a successful dissertation. At the OU, rhetoric is an explicit criterion for a PhD. Getting the form and voice of the dissertation right is just as important as getting the content right in showing mastery, rigour and insight; indeed, they a
1.7 Interlude Now that we have covered the features found in igneous, sedimentary and metamorphic rocks, and seen how these features can be explained by the processes that formed the rocks, here is a useful point at which to have a break before continuing with the next section. Before returning, you might like to see for yourself what types of rock you can find in your area. Can you identify their texture, or spot any fossils? Surfaces that haven't been obscured by grime or lichens are by far the best, as
1.4.1 Igneous rocks in the landscape The rocks that erupt from volcanoes are called extrusive igneous rocks, simply because they are formed by the extrusion of magma on to the Earth's surface. Igneous rocks can also form deep underground, and these are called intrusive igneous rocks, because the magmas were intruded into pre-existing rocks and then slowly cooled. The reason that intrusive igneous rocks are now visible at the surface is that over many millions of years erosion has stripped away the overlying rocks.
Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:
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5.1 Introduction Two articles taken from the Selected Readings of the Neural Ageing strand of the SD805 course are presented below. These articles focus on two important areas in the study of Author(s):
2.3 Central questions in addiction Arising out of these issues, it is possible to define questions central to a study of addiction. Take time to consider and answer these questions: The scope of addiction. For example, to what sorts of substances and situations might a person be described as ‘addicted’? The circumstances under which a person will become an addict. Is a tendency to become addicted inherent in the properties of certain substances or is Author(s):
1.2.2 The cellular level The water in plant and animal tissues has two major components: the intracellular fluid (within cells) and the extracellular fluid, which fills the spaces between cells. When a tissue freezes, ice typically forms first in the extracellular fluid. Ice formation has two harmful effects: It disrupts cell walls and cellular membranes. The formation of ice in extracellular fluid effectively removes water from solution, thereby increasing its
4.3 Seismic energy It is also possible to relate magnitude to the seismic energy released by an earthquake. An increase of one unit on the Richter scale represents an increase of about 40 times in the amount of seismic energy released. What i 1.4.8 Summary In this section we have introduced you to the PROMPT checklist as a useful tool for assessing the quality of any piece of information. If you use it regularly you will find that you develop the ability to scan information quickly and identify strengths and weaknesses. As a closing exercise you might like to pick one of the websites below or any of your own choice and try to evaluate it using the PROMPT criteria. To make it easier for you we have provided a printable checklist (see below). 1.4.4 O is for Objectivity One of the characteristics of ‘good’ information is that it should be balanced and present both sides of an argument or issue. This way the reader is left to weigh up the evidence and make a decision. In reality, we recognise that no information is truly objective. This means that the onus is on you, the reader, to develop a critical awareness of the positions represented in what you read, and to take account of this when you interpret the information. In some cases, authors may be 3.1.2 (B) Observation and measurement Pupils should be taught that observation and measurement are core activities of scientists; most measurements are subject to some uncertainty but there may be ways of increasing our confidence in a measurement. Learning outcomes After studying this unit, you should be able to: demonstrate an understanding of problems associated with defining the Nature of Science; write in an informed way about the purposes of compulsory science education; be aware of the educational complications and implications associated with the phrase ‘the public understanding of science’; show an ability to comment critically on curriculum proposals that aim to promote science citi Parliament and the law Human rights and law Starting with law: An overview of the law Acknowledgements Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence 9.3 Linear notes This is the most common form of note-taking. It involves writing in sequence the points you want to note. As with all note-taking, the aim is to pick out and record the most important points. Avoid simply writing out most or all of the text again. Try to write your notes in your own words as this will help you understand what you have been reading about. Also add a reference to which page(s) of the text your notes refer so you can easily find your way back to the relevant part of the te 6.2 Summary of Part E In Part E you have studied: the nature of pressure groups; their composition; how they operate; examples of successful pressure groups; the strengths and weaknesses of pressure groups.
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How are rules made and who can influence this procedure? This unit will introduce you to the rule-making processes in of the UK Houses of Parliament in Westminster. You will examine how laws are enacted and how it is possible for unelected bodies and people to influence the content of such laws. First published on Wed, 15 Jun 2011 as Author(s):
Human rights now seem to take precedent over many areas of our lives, but where do these rights come from and how did they develop? This unit looks at the impact of the European Convention on Human Rights and its influence on law in the UK and examines the Human Rights Act 1998. First published on Wed, 15 Jun 2011 as Author(s):
The law is an interesting and lively subject that touches upon all aspects of everyday life. But how are laws in the UK made and who makes them? This unit will introduce you to the key players in law making in the UK and provide some helpful tips on study techniques. First published on Mon, 18 Jun 2012 as Author(s):
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