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References

Department for Education and Skills (DfES) (2003a) Every Child Matters: Next Steps, London, DfES.
Department for Education and Skills (DfES) (2003b) Together from the Start: Practical Guidance for Professionals Working with Disabled Children, London, DfES.
Jeffs, T. and Smith, M. K. (1999) Informal Education, 2nd edn, Nottingham, Education Now.

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4.6 References for Extract 3

British Association of Social Workers (BASW) (2002) A Code of Ethics for Social Workers, Birmingham, BASW.

O'Dowd, A. (2003) ‘Social work? That’s a proper job now: New training and rules have changed it for ever’, The Guardian Special Supplement: Social Care, 15 October, p. 7.

Children's attitude to mixed-ability groupings

Sue Lyle interviewed children from a school in Swansea that had run a ‘mixed ability’ and ‘mixed gender’ project designed to improve pupils’ literacy. The tasks in the project were designed so that pupils were collaboratively involved with the activities and texts being studied.

Children expressed the view that there were some benefits gained from working in this mixed-ability, collaborative way. One pupil explained this was ‘… because you get more info
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24.07.2012 – Langsam gesprochene Nachrichten
Trainiere dein Hörverstehen mit den Nachrichten der Deutschen Welle von Dienstag – als Text und als verständlich gesprochene Audio-Datei. *** Die amerikanische Ratingagentur Moody's hat den Ausblick für die Kreditwürdigkeit Deutschlands auf negativ gesenkt. Ebenso erging es den Niederlanden und Luxemburg. Alle drei Länder behielten jedoch ihre Bestnote AAA. Die Rückstufung begründete Moody's mit der steigenden Unsicherheit über den Ausgang der Schuldenkrise in der Euro-Zone. In Deut
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Market Pulse: Private sector slump heralds fresh recession
July 24 - Chris Williamson of the data compilers Markit says the latest purchasing managers' surveys point to a 0.6% decline in euro zone GDP
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Kent State Spring Commencement 2014
Across Kent State University's eight-campus system, 4,551 students graduated this spring, including those receiving associate degrees.
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Guard opens fire at Kabul hospital
Subscribe: http://smarturl.it/reuterssubscribe Foreigners killed at an international hospital in the Afghan capital as a security guard opens fire. Rough cut (no reporter narration) Subscribe: http://smarturl.it/reuterssubscribe More Breaking News: http://smarturl.it/BreakingNews Reuters tells the world's stories like no one else. As the largest international multimedia news provider, Reuters provides coverage around the globe and across topics including business, financial, national, and int
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Sad Sally
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Environmental Engineering
Environmental impact. Treatment and management of industrial and urban effluents and waste. Environmental protection.
Author(s): Berta Herrero,Antonio Aznar,Juan Carlos Cabanelas

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Copyright 2009, by the Contributing Authors

3 Roles

Quite often in work situations we are asked to work with a group of people we have not met before and with whom we may seem to have very little in common. The group, which may be labelled a ‘team’, could be tasked to organise or produce something about which some of the members may know more than others. After a period of initial awkwardness perhaps, the group members start to find out more about each other and attend to their task. It is quite likely that each of the members will th
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Education in the United States
The drive to make American universities more diverse shows some success, but consistent and meaningful inclusion of under-represented minorities seems elusive, according to four academics whose own experiences help illuminate the problem.

“The civil rights agenda is challenged today in many ways,” says Evelyn Higg

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21M.542 Interdisciplinary Approaches to Musical Time (MIT)
Includes audio/video content: AV special element video, AV selected lectures. This course is an interdisciplinary exploration of three broad topics concerning music in relation to time.Music as Architecture: the creation of musical shapes in time;Music as Memory: how musical understanding depends upon memory and reminiscence, with attention to analysis of musical structures; andTime as the Substance of Music: how different disciplines such as philosophy and neuroscience view the temporal dimensi
Author(s): Marks, Martin,Thompson, Marcus A,Shadle, Charles

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

4.2 Notes in the margins
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
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8.7.2 Assess the effectiveness of your strategy

How did you carry out your work? What lines of enquiry did you follow to reach your conclusions? Were there any dead-ends where you felt you could not make further progress, or particular insights that you felt helped you to better understand your work? You should be able to explain why you pursued some approaches but rejected others; what decisions did you make to keep you on track?

In stating your conclusions and interpreting the results of your work, you should refer back to what you
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8.7 Evaluating strategy and presenting outcomes

This stage of the framework focuses on identifying what you have achieved and how well you have achieved it. It involves you in evaluating your strategy and presenting the outcomes of your work. As you evaluate and assess your strategy, identify aspects of your problem-solving skills that you want to develop further. At the end of this stage, use the records in your Skills File to complete the activity ‘Evaluating your problem-solving strategy and presenting outcomes’ and pull togeth
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8.5 Monitoring progress

This stage is about keeping track of your progress. Are you tackling your problem-solving activities effectively? How do you know? Could you have done things differently, made use of different tools (such as software packages) or facilities, taken more advantage of tutorials, training sessions or local expertise, or recognised that such support would have helped you?

Monitoring your own performance and progress needs practice; try to stand back and look at what you are doing as if you w
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8.3.3 Explore problems

Recognising and framing problems so that you can tackle them effectively is a central part of a problem-solving strategy. Often, problems are not presented in a well-defined way, and it is up to you to define exactly why a problem exists and what its boundaries are.

Recognising a problem means identifying that there is a gap between the present situation and what is desirable, and establishing that no immediate solution is at hand. This exploratory stage is about finding out more about
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8.3.1 Identify opportunities for using problem-solving skills

Where and how will you use problem-solving skills over the next 3–4 months? What opportunities do you have to develop your skills? For example, you may be working on a course project with a defined goal but the best route to that goal is not clear; you might be involved in contributing to the design of a system, improving its performance or investigating the feasibility of ideas; you may be involved in resolving resource or staffing difficulties, or in planning a major event.

Problems
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7.6.4 Evaluate the effectiveness of your strategy

Using the records in your Skills File, look back over your number skills development work and think about how your decisions, and the facilities and constraints of your working environment influenced the way you tackled the task. How effective was your strategy in improving your skills? Identify what was and was not helpful in achieving your goals and outcomes, and assess how your own strengths and weaknesses contributed to this.

Evaluate your achievements against the criteria you estab
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7.6.3 Explain results in relation to your work

You should be able to explain the results of your work, drawing attention to any patterns, trends or relationships you have identified. What are the consequences of your work? Does it support the hypotheses or assumptions you started with? How did you carry out your work? What lines of enquiry did you follow to reach your conclusions? Were there any dead-ends where you felt you could not make further progress, or particular insights that you felt helped you to understand your work better? You
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