9.5.2a Exchange feedback

It is important to listen to, and take into account, the views and feelings of others. As a member of the group, you need to provide information on the extent to which your own work is meeting expected timescales and quality requirements: ask for and accept feedback from others on the way you are working and the quality of work being done. These skills take time to develop. Try to establish a climate for learning and developing your skills within the group so you can all actively benefit from
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9.3.3 Identify relevant sources of information

Exploring and identifying sources of information is about finding out what you don't know as well as using and adapting what you do know. Group projects and assignments frequently require you to carry out research and this will involve identifying specific resources you may need. For example, think about the materials and equipment that might be needed and whether the group needs to get specific expert advice and support and, if so, where you can obtain this.

It is also important to spe
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8.3.2 Identify the outcomes you hope to achieve

An outcome is the result or consequence of a process. For example, you may want contribute effectively to a design project in a course, or work in a team to improve a product or system. In this case the design or product improvement is an outcome, and using your problem-solving skills is part of the process by which you achieve that outcome. You may find it useful to discuss or negotiate the outcomes you hope to achieve with others. Solving problems will often depend to some extent on other k
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7.7 Drawing ideas together

This key skill has used a three-stage framework for developing your skills. By developing a strategy, monitoring your progress and evaluating your overall approach, you take an active role in your own learning. But learning does not necessarily follow a path of steady improvement, it involves change: revisiting ideas, seeing things from different perspectives, tackling things in different ways.

You are unlikely to be able to complete your work by working through it from beginning to end
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7.6.1 Interpret results and identify your main findings

In stating your conclusions and interpreting the results of your work, you should refer back to what you set out to investigate or demonstrate. Have you achieved your goals? What evidence have you got to support your conclusions? If you are making general statements based on your work (for example a statistical analysis of data), then you should be able to explain clearly the reasoning that has led to your conclusions. In quoting mathematical results you should be able to say whether the resu
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2.10 Summary

• This section has introduced the key skills approach to learning and emphasised the need for a flexible framework which supports you in thinking about how you are learning as well as what you are learning.

• A three-stage approach to key skills development underpins this unit. The stages involve developing a strategy for improving your skills and learning, monitoring your progress as your skills develop, and evaluating the effectiveness of you
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Nolan Essigman
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4.2 The terrestrial carbon cycle
Energy resources are essential for any society, be it one dependent on subsistence farming or an industrialised country. There are many different sources of energy, some well-known such as coal or petroleum, others less so, such as tides or the heat inside the Earth. Is nuclear power a salvation or a nightmare? This unit provides background information to each resource, so that you can assess them for yourself.
Author(s): The Open University

Next steps
There is increasing recognition that the reductionist mindset that is currently dominating society, rooted in unlimited economic growth unperceptive to its social and environmental impact, cannot resolve the converging environmental, social and economic crises we now face. The primary aim of this unit is to encourage the shift away from reductionist and human centred thinking towards a holistic and ecological worldview.
Author(s): The Open University

7 Sedimentation and tectonics at a mid-Ordovician to Silurian active margin
Some of Britain’s most dramatic scenery is to be found in the Scottish Highlands. The sight of mighty Ben Nevis, the desolate plateau of the Cairngorms, or the imposing landscapes of Glen Coe can unleash the call of the wild in all of us. Although these landforms were largely carved by glacial activity that ended some 10,000 years ago, the rocks themselves tell of a much older history. The Highlands are merely eroded stumps of a much higher range of ancient mountains. This unit is an account o
Author(s): The Open University

Visualizations Useful for Teaching Tides
This site houses a collection of web-based visual resources suitable for teaching about tides. Visualizations include photos, simple animations, animated maps and field videos. Resources can be integrated into lectures, labs, classes, or other activities about tides, their distribution in space and time, their role in sedimentary processes, and their use as an energy source.
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Average September Ozone Levels over Antarctica for 1979 to 1999
Average October ozone levels over Antarctica for these years can be found in animation 1395.
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Hurricane Mitch from TRMM: October 27, 1998 with Two Surfaces
A fly-in to Hurricane Mitch on October 27, 1998, showing the three-dimensional structure of the precipitation as measured by the Precipitation Radar instrument on TRMM. In this animation, a surface of constant precipitation colored by the value of the precipitation on the ground under the surface is revealed, then a second surface of higher precipitation is revealed. The global cloud cover data was measured by GOES.
Author(s): Chris Kummerow,Greg Shirah

2.3.1 Soil pH
Have you ever wondered how scientists analyse the environment? This unit introduces you to the techniques used by science students at residential schools. You will learn how to determine where rocks have come from and how they were made. You will also examine the processes involved in determining the ecology of a particular area.
Author(s): The Open University

The Warmth of Other Suns
Presented by Professor and Pulitzer-prize winning author Isabel Wilkerson. This is the tenth lecture in the 2011 GRCC Race and Ethnicity Conference.
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Ease of use
Do you have a graphics or scientific calculator? If so, this unit will help you to understand the different functions and facilities available. With a focus on arithmetic, you will learn what a powerful tool this type of calculator can be.
Author(s): The Open University

L'art, reflet de la société ? - Philippe Walter (audio)

Une conférence de l'UTLS au Lycée

L'art, reflet de la société ? par Philippe Walter (directeur de recherche au CNRS)

Lycée EPID (59 Dunkerque)

Indian lotus (Nelumbo nucifera) blooming in summer
The reproductive structures of this plant are not visible because the flowers have been fertilized and are losing their leaves. However, take note of the buds, which are young flowers encased in what will be sepals of the growing flower.
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