3.2.5 Plan how these targets will be met You may be anxious to get on with achieving your targets but think first before you plunge in. In setting targets, think about how they will be achieved by identifying action points and deadlines, prioritising tasks and identifying resources and support from others. Include opportunities to discuss ideas/work with others and build in time to receive feedback and reflect on it. Planning how to achieve your targets involves all of the functions that take place before you start on the actual tas
2.3.1 Developing a strategy A common feature of how effective people work is that they take time to prepare well. They know which aspects they are competent to do and those that they need to work on, plan carefully and identify possible sources of information and support. In other words they develop a strategy. A strategy is a plan for taking you towards and achieving a goal. The purpose of planning is to anticipate opportunities to learn that will improve your performance and develop your capabilities. A strategy
5 Becoming an effective team member The purpose of this assessment unit is for you to create a portfolio of your work to represent you as an effective team member within your study or work activities. This will involve using criteria to help you select examples of your work that clearly show you can use and improve your skills in working with others. However, by far the most important aim is that you can use this assessment process to support your learning and improve your performance in working with others. Very few peop
9 Notes to help you complete your assessment To complete your portfolio, you must include a contents page indicating how your reflective commentary in Part A and your evidence in Part B are related. An example of a suitable format for the contents page is shown in Figure 1. Figure 1 (PDF, 1 page, 0.1MB). 2.2 Before your course starts Allow some time to get yourself ready for a course that involves using a PC. If you already have a PC: double check it against the PC specification for your course. don't assume that a lower specification will be sufficient. If your computer doesn't meet the specification, you might: be able to upgrade it. Check with the institution you're studying with. They should have 2.1 Introduction There is a range of quick tips in this section to help you get the most out of your computer when you start using it for study. 1.1 Ways in which computers can help you to study Courses use computers for a variety of different reasons. These are a few examples. To let you explore ideas and concepts in more depth, such as by using a multimedia CD-ROM or DVD with interactive exercises. To help you communicate with others on your course. Online conferences offer a way to contact other students and staff for information, discussion and mutual support. To allow you to analyse data, see pictures or Learning outcomes During this unit you will: learn about how computers can be useful for studying; find out how to be prepared – know the minimum computer specifications for your course or institution; learn what you can do on the web; find out where you can learn more about computers and how they work; learn to back up your files; learn about communicating online using email, real time chat and conferencing; Introduction Information technology is an integral part of courses. It's used to enable students to learn about their subject, contact one another, and find resources. Using a computer for study can be useful for students on any course. For example, about a half of all Open University courses expect students to use a computer. In this unit, you'll look at: the different ways you might be asked to use a PC in your course; top tips to ge 2.3.4 Lateralisation It has long been suspected that unusual patterns of cerebral lateralisation (i.e. the ‘division of labour’ between left and right hemispheres of the brain) may have some connection with dyslexia. Early researchers noticed an apparent excess of left-handedness in children with specific reading difficulties (and their relatives). However, most dyslexic people are in fact right-handed, and most left-handed people are not dyslexic. Nonetheless, large-scale analyses of the research find Acknowledgements This unit was originally prepared for TeachandLearn.net by Dr Kate Daubney, Visiting Research Fellow in Film Music Studies at the University of Leeds. She has taught film music to students from musical and non-musical backgrounds, and her research interests include comparative analysis of film music as written and aural texts. The content acknowledged belo 5.2 Scientists as a community of practice Science has been described as involving observation, description, categorisation, investigation, experimentation and formation of theoretical explanations for naturally occurring phenomena – activities performed by scientists using scientific methods. Jacob Bronowski (1973) said, ‘That is the essence of science: ask an impertinent question, and you are on the way to a pertinent answer’ – an apt way to put it, as with science, we set off from a starting point of curiosity and inc 2.5 Communicating with language It has been suggested that our ‘linguistic competence’ (Chomsky, 1965) consists simply of the ability to construct ‘well-formed sentences’. The sociolinguist Del Hymes (1979) considered this notion to be far too narrow, and proposed the term ‘communicative competence’ to account for speakers’ ability to use language appropriately. Communicative competence lets us know when to speak and when not to speak, how to take turns in conversations and how to start and end them, and how t 3.6 Features of speech: dysfluency Another of the differences between conversation and writing is sometimes referred to as dysfluency. This is the use of hesitators (sounds such as erm, urn), pauses and repetitions which reflect the difficulty of mental planning at speed. We can see all three of these dysfluencies in the next example. That's a very good – er very good precaution to take, yes. (Biber et al., 1999, p. 1053) 3.5 Features of speech: ellipsis Another feature of relying on the shared linguistic or sociocultural context is ellipsis. This occurs when some elements of a phrase or other unit of language are not specified because they can be inferred from the context. Ellipsis occurs in both speech and writing, but is more common in speech. The following two-part exchange between myself and my daughter is an illustration. We have a cordless phone which can be used anywhere in the house and my daughter, like many teenagers, is con 3.4 Features of speech: interaction Once we start to consider the ongoing interactive nature of speech, many of the differences between speech and writing become explicable. Read the e Übung 12 Lesen Sie den folgenden, nicht ganz ernst gemeinten Artikel des Sprachwissenschaftlers Professor Johann Höfer und bearbeiten Sie die unten stehenden Aufgaben.
I bin What's in a title: Understanding meanings in community care 3.2.1 Words and images Words like ‘mental defective’ are also linked with images. Together, the words and the images make a powerful impact. Look a 8 Perspectives The LETSLINK UK website provides information and news about LETS initiatives in the UK. The American sociologist Robert Putnam has argued powerfully for the importance of social capital – something which is built up collectively through the voluntary activities of individuals participating in community organisations and other community activity – leading to a bonding of the member
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Other acknowledgements
Activity 5
What do we mean by ‘community’, ‘care’ and ‘welfare’? In this unit you will explore the meanings of these words in their historical and cultural settings. The unit does not discuss these terms exclusively in terms of social work practice so service users, carers or anyone interested in community care and the ways in which welfare services are provided would find this unit useful.Author(s):
Activity 9 Words and images
