2.1 Setting as antagonist Nothing happens nowhere. (Elizabeth Bowen, in Burroway, 2003) Showing your story's Author(s):
5.3 Do we have a duty to God not to commit suicide? Why, you may be wondering, would anyone think that we have a duty to God not to take our own lives? Because it would have been so familiar to his original readership, Hume barely bothers to state the position he is opposing before criticising it. His concern is to refute the charge that in taking our own lives we would be ‘encroaching on the office of divine providence, and disturbing the order of the universe’ (paragraph 8). This position can be expressed less elegantly but more t
1.3 Napier's approach to logarithms Napier's major and more lasting invention, that of logarithms, forms a very interesting case study in mathematical development. Within a century or so what started life as merely an aid to calculation, a set of ‘excellent briefe rules’, as Napier called them, came to occupy a central role within the body of theoretical mathematics. The basic idea of what logarithms were to achieve is straightforward: to replace the wearisome task of multiplying two numbers by the simpler task
1 Access to healthcare, 1880–1930 The late nineteenth and early twentieth centuries have often been described as a period of progress, when the poorer classes gained access to a whole range of medical services previously reserved for the wealthy. In the past, this opening up of care was largely attributed to the state. Across Europe, central and local governments created health insurance schemes and new welfare services to provide the poor with access to care, from general practitioners (GPs) to outpatient and hospital care,
Learning outcomes After studying this unit, you should be able to do the following: describe the wide range of methods of promoting health, preventing disease and providing care that were available to patients of different social groups and classes; be aware of the inequalities of services – in terms of both quality of care and access to different services – open to different social groups and classes; assess the significance of the roles of central and local gov
1 The market context There is no other proposition in economics which has more solid empirical evidence supporting it than the Efficient Markets Hypothesis. (Jensen, 1978) I'd be a bum on the streets with a tin cup if the markets were efficient. (Warren Buffett, attrib.) 1.5.2 Consequences of introducing the Euro into the international system The jump in the Euro as currency of choice for bond denomination in 1999 in part reflects the advent of the Euro as a common currency across the Euro-zone. But is has also encouraged those countries in the EU who are not in the Euro-zone, or those not in the EU at all, to borrow in Euros as well. The point about the consolidation and integration of the Euro bond market discussed in Author(s): 1.1 Managing the European economy after the introduction of the Euro In many ways the introduction of the Euro both begged the question of an integrated financial system for Europe (or the Euro-zone in the first instance) and was stimulated by its own success. This success can be measured in terms of a relatively low-inflation economy and, after a shaky start, the Euro's emergence as an international currency of some repute. Thus one of the first issues to deal with in this unit is the background to the institutional changes that Economic and Monetary Union (E Introduction This unit focuses on key developments in the economy of the European Union (EU) since the advent of the Euro in 1999. Further, it concentrates on the challenges this has posed for economic policy formation and the governance of the EU's expanding economy. One of the central features of the post-Maastricht governance environment is the attempt to create a ‘single market in services’ for Europe. If the 1990s was the decade of the ‘single market programme’ (SMP) which concentrated on the 5.3 Legal status and belonging During the Second World War, Jewish refugees experienced great insecurity about their status, resulting in some cases in severe mental distress. Others ‘chafed at existing conditions. Indeed, most refugees felt they had become part of British Society’ (London, 2000, p. 262). Being naturalised as British citizens was for many ‘the milestone which established their settlement in Britain’ (London, 2000, p. 259). Following the 2002 Nationality, Immigration and Asylum Act, prospectiv 5.1 How did we get here? We began this unit by posing the question: what is a crime? Shouldn't we be finishing with a clear and unambiguous answer to this? Well we are sorry to disappoint you, if that is what you were expecting, but it doesn't look to us as if there is a simple, unambiguous answer. At the very least, according to Sections 1 and 2 of this chapter, there are: legal and normative definitions of crime; recorded and unrecorded crimes; the crimes we fear and the crimes that fascinate us; and stories of cri Introduction This unit focuses on the images of Glasgow and was first presented as a TV programme in 1993. It is not about Glasgow as such; it is about Glasgow's image. Images are representations of places: they are constructed and contested; images also represent multiple identities, uniqueness of place, interdependencies. There are many different ways of interpreting and representing the character and identity of a place – many different geographical imaginations. Identities of places ar 5.5 Problems with transactions A distributed transaction is a sequence of operations applied to a number of distributed databases which form a single functional step. For example, a transaction which moves an amount of money from a customer's account to an account owned by the same customer is an example of a transaction. It consists of two operations: the operation of debiting one account and the operation of crediting another account. There are a number of problems associated with distributed transactions. This section w The ‘why’ and ‘what’ of educational leadership and management 4 Structure of the assessment units This key skills assessment unit does not have specific questions with word limits and no statements indicating you include, say, an essay or a report. Instead, as you tackle the unit you need to ask yourself ‘Which pieces of work show my skills and capabilities to best advantage?’ When you have identified and selected evidence of your skills, you must then relate this evidence directly to the criteria. This method of building a portfolio is based not on providing right or wrong answ 3.1.3 How do I design a table? As a student, you are likely to present data in a table after you have carried out an investigation, particularly when you are writing up the report. Some courses include a small-scale project and this is likely to be the point at which knowledge of how to design a table will be useful. The following steps form a reliable guide. Collect the data. In the case of a project, you are likely to collect the data yourself, possibly from other written 3.1.2 When is a table not a good format to use? There are very few cases where a table will be the worst format to use. However, when you have a huge amount of data, you may wish to present some of it in a different format. Other formats for presenting data are explained in Sections 4–6. 3.1 What is a table? A table should provide a clear summary record of a collection of data. Tables have a number of columns and rows, depending on the amount of data and the detail shown. Tables are a very common way of putting information across to people, so common that we probably don't notice that they are there most of the time. On the other hand, they can look quite formidable when there is a lot of information presented at once, and finding your way around them can be hard. To be easy to read, all ta 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 5.1.6 Languages and Law Your course will recommend appropriate dictionaries, grammars and reference books.
This unit introduces you to researching educational leadership and management and how undertaking research can contribute to both good practice and the building of leadership capacity. First published on Thu, 14 Jun 2012 as Author(s):
