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1.5.1 Why is it important to be organised?

  • 87% of items that are filed into a filing cabinet are never looked at again. STANFORD UNIVERSITY

  • In 2010, the world’s digital information output was estimated to pass 1.2zettabytes – A zettabyte is a new term which equals a thousand billion gigabytes. University of California (Berkley)

  • A new blog is created every second TECHNORATI

  • 10% of salary costs are wasted as e
    Author(s): The Open University

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1.4.3 R is for Relevance

Relevance is an important factor to consider when you are evaluating information. It isn’t so much a property of the information itself but of the relationship it has with your question or your ‘information need’. For example, if you are writing an essay about obesity in the United States, a book or website about health problems in Australasia would probably not be relevant. So there are a number of ways in which a piece of information may not be relevant to your query:

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1.3.8 Statistics

There is a lot of statistical data on the internet relating to health and lifestyle.

Department of Health Contains information about the aims and objectives of the Department, National Health Service (NHS) policy and guidance, the NHS Events diary, lists of DOH publications,
Author(s): The Open University

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1.3.5 Images

Images can also be found online. Some useful image databases are:


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1.1.5 Organising information

How confident are you that you know when it is appropriate to cite references (refer to the work of other people) in your written work?

  • 5 – Very confident

  • 4 – Confident

  • 3 – Fairly confident

  • 2 – Not very confident

  • 1 – Not confident at all

How confident do you feel about producing bibliographies (lists of references) in an appropriate format to accompany you
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4.1 Unit themes and social work values

The next activity asks you to consider the relationship between the unit themes and value requirements for social care workers set out below.

Activity 4 Unit themes and social work values

0 hours 20 minutes
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1.6 Valuing diversity

Social workers need to recognise diversity: valuing and respecting service users – irrespective of, for example, their ethnicity, gender or age – is central to good practice. It is also about working in a way that counters the unfair or unequal treatment of individuals or groups on the basis of their race, gender, class, age, culture, religion, sexuality or ability. There is a growing body of law that seeks to prohibit and punish a range of discriminatory behaviours in various kinds of so
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8 Conclusion

Young babies can do more than we often give them credit for. From birth they are active participants in life, making sense of their worlds and influencing them.

In this, they need other people to help them, and other children and relatives can play a big part in their lives. Through Mia and her Family's experience of her birth, you have seen the significance of other people to her. You have also been introduced to two other families with babies the same age as Mia. They live in differen
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3.2 Types of placement in foster care

The Nottinghamshire Pathfinder Trust (2005) describe the following different types of placement in foster care

  • Short-term placements may be chosen for example, when there are relationship difficulties between parents and children or when the principal carers or parents have serious health problems. Placements can vary from an overnight stay to one of several weeks.

  • Support foster care offers short breaks to parents and ch
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Learning outcomes

By the end of this unit you should be able to:

Knowledge

  • outline a range of different reasons – social, personal, health, economic, family-based – that cause children to be separated from their families of origin and to live in different settings;

Skills

  • demonstrate the development of key transferable study skills including the ability to summarise arguments, learn from personal experience, and apply theory to issues and dile
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4.1 Introduction

In the previous section we examined some of the factors that affect young people's chances of experiencing mental health problems. This section continues the focus on mental health but takes a more positive stance, exploring the factors that promote young people's mental health and that might enable them to cope with threats to their emotional wellbeing. However, it will be important to carry forward the conclusions reached in previous sections, about diversity and inequality in young people'
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3.1 Young people's mental health: diversity and inequality

We will now focus on young people's mental and emotional wellbeing, as a way of exploring how social divisions create diverse and unequal health experiences for young people.

Earlier in the unit we cited claims that young people today are experiencing an increase in mental health problems. What is certainly clear is that there has been an increasing concern in the media and elsewhere about young people's mental health, resulting in a range of reports and initiatives.

But ho
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2.2 Defining wellbeing

Wellbeing has become popular among policy makers as a generic term that embraces physical, mental and emotional health. Is this simply a matter of changing fashions in terminology or does it reflect particular assumptions about what it means to be healthy? Moreover, does the term have particular meanings when used in relation to young people? In this section we will analyse current ideas about what constitutes wellbeing for young people, and work towards producing a critical framework for und
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3 Are there any problems with adopting brain-based approaches to education?

It is apparent that there is a great deal of overlap between what is termed BBE (brain-based education) and what has been considered ‘good’ early years practice (e.g. contextualised learning).

But are there any problems with the way in which research into brain development and function has been used by educationalists to develop the distinctive approach labelled ‘brain-based education’?

As could be anticipated with any new idea, BBE has both its advocates and others who ur
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1 Using a learning journal

Keeping a reflective journal (or learning journal) can help you while studying the material in this – or in fact any OpenLearn – unit.

A journal is a tool for self discovery, an aid to concentration, a mirror for the soul, a place to generate and capture ideas, a safety valve for the emotions, a training ground for the writer, and a good friend and confidant.


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3.4 Evaluating social learning theory

Bandura's work shows that learning can occur without the sorts of reinforcement that behaviourists see as essential, and that children are active in their learning. The sort of learning that Bandura highlighted goes further than simple mimicry. It implies that children extract general principles from what they observe. However, it does not tell us about the nature of the children's thinking or give us an insight into the processes of cognitive change occurring within the child. Moreover, it s
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Lesson 01 - One Minute Luxembourgish
In lesson 01 of One Minute Luxembourgish you will learn how to say 'hello' and 'goodbye' in Luxembourgish. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Languages at our website - http://www.oneminutelanguages.com. One Minute Luxembourgish is brought to you by the Radio Lingua Network and is ©Copyright 2008.Author(s): No creator set

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Lesson 10 - One Minute Romanian
In lesson 10 of One Minute Romanian you will learn a few useful phrases which all learners want to learn. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Romanian at our website - http://www.oneminutelanguages.com. One Minute Romanian is brought to you by the Radio Lingua Network and is ©Copyright 2008.Author(s): No creator set

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'For the Win': How Gamification Can Transform Your Business
Can work be fun? Can the insights of successful game designers be used to engage customers in a variety of industries? Wharton legal studies and business ethics professor Kevin Werbach and New York Law School professor Dan Hunter, authors of For the Win: How Game Thinking Can Revolutionize Your Business, say yes. Knowledge@Wharton spoke with Werbach and Hunter about what gamification really is, how companies are using it and what pitfalls to avoid when gamifying. (Video with transcript)
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Fall 2012 Capstone Presentation - Q & A
On December 13th, students from the Fall Capstone class presented their projects. Taught this semester by Prof. Gavin Shatkin, the Capstone is a required course that all Master's students in the LPP and MURP programs take in their final semester. This semester's students worked with Street-Works and the City of Quincy on a plan for the redevelopment of the Quincy Center MBTA Station.
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