5.4 Expert evidence: an overview
The sudden collapse of Scotland's Tay Bridge in 1879 killed more than 70 rail passengers and shocked the population. An extensive inquiry was carried out, including numerous witnesses, experts and reports. Were the high winds that night to blame, or were poor design or mechanical failure at fault? This unit re-examines some of the original evidence from the Tay Bridge disaster.
5.5 Evidence of Henry Law
The sudden collapse of Scotland's Tay Bridge in 1879 killed more than 70 rail passengers and shocked the population. An extensive inquiry was carried out, including numerous witnesses, experts and reports. Were the high winds that night to blame, or were poor design or mechanical failure at fault? This unit re-examines some of the original evidence from the Tay Bridge disaster.
5.11 Further evidence on stability
The sudden collapse of Scotland's Tay Bridge in 1879 killed more than 70 rail passengers and shocked the population. An extensive inquiry was carried out, including numerous witnesses, experts and reports. Were the high winds that night to blame, or were poor design or mechanical failure at fault? This unit re-examines some of the original evidence from the Tay Bridge disaster.
6.9 Supporting evidence
The management of processes or operations is the very essence of any kind of business enterprise, and it is critically important that they are designed and managed well. This course taster uses case studies and models to illustrate the importance of effective operations management and outlines the steps to preparing your own operations proposal.
4.2 Evidence for a big bang
‘This is the way the world ends / Not with a bang but a whimper.’ (T.S. Eliot) But how about the way the world begins? Was this the biggest bang of all? This unit will introduce you to the theory of the Big Bang and will present the three main lines of experimental evidence that support this theory.
7.4 Nuclear abundances as evidence for the big bang
‘This is the way the world ends / Not with a bang but a whimper.’ (T.S. Eliot) But how about the way the world begins? Was this the biggest bang of all? This unit will introduce you to the theory of the Big Bang and will present the three main lines of experimental evidence that support this theory.
6.3 Evidence-based practice
Most of us have a very vague and narrow concept of what autism is, based mainly on such stereotypes as Dustin Hoffman's character in the film Rain Man. In this unit you will discover that there is a wide spectrum of disorders associated with autism, and an equally wide range of approaches to diagnosis and treatment.
3.7 The importance of relationships in work-based 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.
3 Personal agency, participation and refusal: gathering evidence
How do ‘welfare to work’ programmes such as the New Deal take into account and shape people's personal lives? This unit looks at how participation in, and drop-out from, ‘workfare’ programmes are interpreted within different theoretical perspectives, and uses two case studies to connect the theory with the reality of people's lives.
4.1 Looking at the evidence
How do ‘welfare to work’ programmes such as the New Deal take into account and shape people's personal lives? This unit looks at how participation in, and drop-out from, ‘workfare’ programmes are interpreted within different theoretical perspectives, and uses two case studies to connect the theory with the reality of people's lives.
4.2 Moving towards greater equality in older age? Old Labour, pension reform and the continuity of a
Retirement, pensions, care homes – old age may not be as rosy as we think. This unit looks at old age taking us from the Workhouse to the basic state pension. Why are people expected to stop work at a certain age and what impact does this have on their lives?
1.1 Debt: concepts and evidence
Debt has now become a part of everyday life, with personal debt in the UK topping £1.1 trillion in 2005. In this unit, you will explore the different types of debt and loans and some of the associated concepts, arming yourself with more information to plan your financial future.
3.4 Experience – making distinctions based on a tradition and constructing a history
Do you need to change the way you think when faced with a complex situation? This unit examines how systemic thinking and practice enables you to cope with the connections between things, events and ideas. By taking a broader perspective complexity becomes manageable and it is easier to accept that gaps in knowledge can be acceptable.
9 Evidence of progress?
Providing an overview of current issues in UK science education, this unit examines what type of science the curriculum should cover and for what purpose. The unit will introduce you to practical problems in the delivery of an effective science curriculum, and particular questions at all three educational tiers - primary, secondary and tertiary - will be touched on.
6.2 Different kinds of ‘evidence’
This unit is essential reading if you want to look at, and think about, people's ideas, practices and products to try to understand what they mean. Developing your skill in analysis–interpretation–evaluation and communication is a good and worthwhile investment. Aimed at learners of arts and humanities subjects, you will find this unit invaluable whether you are new to study or more experienced.
7.1 Evidence required
Working effectively with other people in a group or a team is a skill valued highly by community and educational organisations, as well as employers. Working in a group is about communicating effectively, contributing ideas, listening and receiving feedback, and leading or following as appropriate. Developing your skills means thinking about and planning the tasks the group needs to do, negotiating with others to develop shared goals and purpose, collaborating to achieve agreed results and then
7.1 Evidence required
Problem solving runs through many activities. Often problems are contexts for focusing ideas and stimulating further investigation or discussion. Framing an issue appropriately – identifying why it is a problem, recognising factors that might have a bearing on it and outlining what an acceptable resolution or solution might look like, are important approaches. Improving your problem solving skills means raising your awareness of this process. In developing and assessing this key skill you will
7.1 Evidence required
Numerical and mathematical skills are used to describe and tackle a wide range of problems. These key skills are about understanding when particular techniques should be used, how to carry them out accurately and which techniques should be applied in particular situations. Developing your numerical, graphical and algebraic skills means being able to plan how you are going to use your skills over a period of time, monitoring your progress and then reviewing your approach. In developing and assess
7.1 Evidence required
As the volume of information grows in databases, libraries and on the internet, information literacy skills are key to being able to find and manage information effectively in a complex society. Information literacy is about recognising when information is needed, and locating, critically evaluating, using and presenting the information to suit a specific purpose. These skills are increasingly in demand by individuals and employers alike. In developing and assessing your information literacy sk
7.1 Evidence required
Skills in information technology (IT) cover a broad range, from using software packages effectively to developing a critical understanding of the strengths and weaknesses of IT solutions. Developing your IT skills means planning your work, practising your skills, seeking feedback from others and reviewing your approach. In developing and assessing your IT skills, you will learn to use and adapt your skills effectively and confidently in different situations and contexts. This unit is designed to
