1.3.2 Search engines and subject gateways
Although search engines and subject gateways will help you find the resources that you need, the types of information that you find will differ.
Search engines such as Google and Yahoo! search the internet for keywords or phrases, and then show you the results. These results are not mediated by the search engines, and therefore you need to use your own judgement on the reliability of the results. You may, for example, find websites written by experts, alongside websites written by someo
You can find a lot of information about Modern Languages on the internet.
To find this information you might choose to use:
search engines and subject gateways;
books and electronic books;
Checklist of common features
Is there any online help?
Can I do a simple search?
Can I look at the information in both short and detailed form?
Can I choose where in the record I want my search terms to be found?
Can I search for phrases?
Can I combine search terms?
Can I use truncation?
Can I use wildcards?
Can I do an advanced search?
Can I get a list
1.2.3 Basic principles
Whatever resource you choose to use to find information on the internet, many of the same principles apply. Each source that you use will probably look quite different from the one you tried before, but you'll notice that there are always features that are similar – a box to type your search terms in, for instance, or a clickable help button. Different resources refer to the same functions using different terminology, but the principles behind them are exactly the same. The trick is to chec
1.2.2 Choosing keywords
Keywords are significant words which define the subject you are looking for. The importance of keywords is illustrated by the fact that there is a whole industry around providing advice to companies on how to select keywords for their websites that are likely to make it to the top of results lists generated by search engines. We often choose keywords as part of an iterative process; usually if we don't hit on the right search terms straight off, most of us tweak them as we go along based on t
1.1.6 Keeping up-to-date
How familiar are you with the following different ways of keeping up to date with information; alerts, mailing lists, newsgroups, blogs, RSS, professional bodies and societies?
5 – Very familiar
4 – Familiar
3 – Fairly familiar
2 – Not very familiar
1 – Not familiar at all
1.1.3 Searching for information on Modern Languages
How well does the following statement match what you do when you begin a new search for information?
Before I begin a new search for information (maybe for an assignment, or to help you choose your next holiday destination), I spend some time thinking about what I already know, what the gaps in my knowledge are, and the best types of information to meet my needs.
By the end of this unit you should be able to:
conduct your own searches efficiently and effectively;
find references to material in bibliographic databases;
make efficient use of full text electronic journals services;
critically evaluate information from a variety of sources;
understand the importance of organising your own information;
identify some of the systems available;
3.4.1 Describing characteristics
The following expressions are useful when you are describing something.
There is a large open-plan reception area.
There are 55 parking spaces.
The site has 1,000 m2 of storage space.
All the offices have outside wind
3.2 Asking for and giving information on the telephone
Here are some common phrases that people use when telephoning:
Giving the reason for a call
I'm phoning for some information on ...
I'd like some more detailed material ...
I'd like to meet someone from CNT ...
I need some information ...
I need to talk to an accountant.
3.1 Listening to and taking notes from a telephone call
In this section you practise obtaining information on the phone. You describe a relocation site as part of the more detailed research into the advantages of possible locations.
In the next activity you listen to a telephone call between Steve Vance who works for the Reloc agency and an employee of the Commission for New Towns (CNT), an agency whose task is to promote the development of a number of new towns and provide information for companies that wish to relocate.
2.1 Making a shortlist of locations
Once a company has decided to relocate it needs to research possible locations.
This section considers locations in terms of size, facilities, communications, population and amenities. You will collect information and work on descriptions, summaries and question forms.
The first step in the relocation process is to make a shortlist of locations that match the organisation's needs. This means considering the advantages and disadvantages of each site. Masito Electronics is consideri
Stating conditions which are not necessary
These structures are used for conditions which are not necessary.
Need not + infinitive
The plant chosen need not be new.
Not need to + infinitive
We do not need to source components locally.
Not need + noun
1.1 Factors influencing a relocation decision
In this section you consider why companies decide to relocate and the factors that attract them to a new location. You study two companies looking for a new site and practise structures to express needs and requirements.
Relocation involves ‘push factors’ and ‘pull factors’. Push factors are things that make a company want to move from a location. Pull factors attract a company to a new location. In Author(s):
In this unit you will look at:
why companies may decide to move;
what they have to consider;
what they may look for in the new location.
When a company moves to a new site it is known as ‘relocation’. This is a big decision, involving everyone connected with the company – staff, customers, suppliers and shareholders. It also affects the families, friends and communities of the people involved with the company. This unit uses case studies of different companies to show the steps involved in relocation.
2.10.3 Activité 55
1. Click 'View document' below to read the transcript of Extract 71 and note the verbs.
2.9.1 Looking at a plan
You will be looking at a plan of the museum in order to find your way around.
Key Learning Points
Understanding directions in a building
Understanding what is or is not allowed
Making liaisons with words beginning with ‘h’
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