Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 12683 result(s) returned

Acknowledgements

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence.

Grateful acknowledgement is made to the following sources:

Text

Reading: Flint, C.
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Learning outcomes

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

  • discuss what ethics is and what constitutes an ethical issue;

  • identify and discuss ethical issues that arise in the media, in routine conversations and, in particular, in your own everyday professional practice;

  • discuss the role of emotions in ethical deliberations;

  • discuss how negotiation might resolve apparent ethical differences;

  • identify and discuss the ethical issues p
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    Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Learning outcomes

After completing this unit you will have a basic understanding of:

  • how the legal system in the UK works;

  • how laws are made in the UK;

  • some of the key players in UK law enforcement;

  • different ways of taking notes.

Introduction

In this unit you will have the opportunity to look at some of the constituent parts of the legal system in the UK. You will also consider how laws are made and who is responsible for enforcing them. Finally, you will have an opportunity to experiment with different ways of taking notes.

This unit is from our archive and is an adapted extract from the Open University course Starting with Law (Y166), which is no longer in presentation. If you wish to study formally with The Open Un
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Learning outcomes

This unit will:

  • encourage you to engage with the natural environment around you

  • help you to take part in observing nature yourself

  • provide an opportunity to communicate with a wider community

  • encourage you to to use ICT to record your findings.

Acknowledgements

The Open University extends its gratitude to Aimhigher Kent and Medway Office for its support in the development of these materials.

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence<
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Learning outcomes

  • Learning outcomes

Once you have completed this unit you should be able to:

  • describe the status in the world of the English language, compared to other widely spoken languages

  • identify the reasons why people should study another language

  • make best use of existing language skills, no matter how basic, in a practical situation

  • present language skills in a written CV

  • give examples of critical
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References

Alexander, G. (2002) eGaia: Growing a Peaceful, Sustainable Earth through Communications, Florida, Lighthouse Books.

Make your own Classroom Screensavers in minutes

You might have weekly spelling words, daily items to remember, times tables charts or a picture of the solar system or something relevant to what you are st
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UCL Spirit
UCL was established in 1826 in order to open up education in England for the first time to students of any race, class or religion. The idea was bold, radical, and responsive to the needs of the world; three qualities that we believe passionately in to this day. Maybe it's down to our location in one of the world's most cosmopolitan cities, but we've always believed that excellence should go hand-in-hand with enriching society. Whether we're designing the iconic parks or buildings of tomorrow, o
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Love on the rocks
 How badly has the recession affected the relationship between political parties and business?

Expert in the field - Professor Mick Moran - assesses the cracks in the relationship and how the crisis will affect it in the future.

Professor Moran was at the University to open the inaugural seminar series for the Centre for British Politics.


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Parliament: hung, drawn and quartered?
 The City has warned a hung parliament could spell further trouble for the economy, but would it be such a bad thing?

Cross Bench Peer, Lord David Ownen, talks to the Podcast about his feelings on the subject and why a hung parliament is almost needed at time of crisis.

He also explains why he's concerned that the politicians have yet to be fully open about the extent of the economic crisis.Author(s): No creator set

Adoptions of Open Textbooks
Jacky Hood
This module is for tracking adoptions of open textbooks by college professors and instructors.
Some Rights Reserved

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User Interfaces for a Virtual Learning Environment: Two Study Cases
A recent powerful idea in the design of Web-based learning environments is the usage of virtual places. The employment of interface metaphors is one of the approaches enabling inexperienced users to feel comfortable in such virtual environments. We have designed a Virtual Environment for Distance Education and Training (VEDET), which provides basic virtual spaces, resources, and services. In this paper we discuss the user interface of two Web-based distance learning courses Business on the Inter
Author(s): Stefanov Krassen,Dicheva Darina,Nikolov Roumen,Dja

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Remote or close control of students’ knowledge in ARCADE
Assessment of students’ knowledge and instructors’ feedback are among the most important elements of education. This paper describes the Arcade Test System that is used to check and assess students’ knowledge. The Arcade Test System is a dual-purpose online testing environment that gives the instructor an opportunity to control the level of knowledge the students have acquired during taking a particular course delivered by the system. On the one hand, it gives students a way to check their
Author(s): Aleksieva Adelina,Petrov Milen,Mintchev Alexander

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Theory and the practices of learning technology.
This paper examines the link between theory and practice in relation to learning technology. It will do this in the context of a move from working with early adopters to learning technologists engaging with the majority of academic staff (Browne, 2003). This move takes place at the same time that academic staff in tertiary education are being encouraged to engage formally with learning and teaching in a way that is sharply different from previous University practices. Learning technologists curr
Author(s): Jones Chris

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Internal and external cooperation scripts in web-based collaborative inquiry learning
Cooperation scripts are a powerful means to improve collaborative learning. Scripts can be designed to support argumentative knowledge construction. However, not only externally induced cooperation scripts but also the learners’ internal scripts on argumentative knowledge construction influence argumentative processes and what kind of knowledge is acquired during collaboration. In this study, 98 students (49 dyads) of two German secondary schools participated. We implemented two versions (high
Author(s): Kollar Ingo,Fischer Frank

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Networked Identities: Understanding Different Types of Social Organisation and Movements Between Str
In this article we take up a critique of the concept of Communities of Practice voiced by several authors, who suggest that network may provide a better metaphor to understand social forms of organisation and learning. This critique we situate within a broader theoretical movement in socio-cultural learning theories. From this we identify some theoretical and analytical challenges to the network metaphor, which we explore and elaborate through an analysis of a Danish social networking site.
Author(s): Ryberg Thomas,Larsen Malene Charlotte

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