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9.3 Mental health practice: Bonnyrigg
This unit is intended to be of interest not only to people living in Scotland but to anyone wishing to know more about Scottish society and culture. It brings together a collection of free educational resources relevant to Scotland. The resources within this unit cover a wide range of subject areas, including education, environment, technology, history, law, literature, politics, social care and social sciences.
Author(s): The Open University

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3.6 Oil industry in Scotland
This unit is intended to be of interest not only to people living in Scotland but to anyone wishing to know more about Scottish society and culture. It brings together a collection of free educational resources relevant to Scotland. The resources within this unit cover a wide range of subject areas, including education, environment, technology, history, law, literature, politics, social care and social sciences.
Author(s): The Open University

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Environmental Planning and Politics in New York State
Susan Riha discusses environmental issues and the role of politics in climate change and gas drilling in New York State.
Date: 05/12/2010

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1 The politics of racial violence in Britain
The material presented here focuses on the politics of racial violence in Britain. The material is an audio file, originally 30 minutes in length, and examines the issues around this subject. It was recorded in 1995.
Author(s): The Open University

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1 The politics of racial violence in Britain
The material presented here focuses on the politics of racial violence in Britain. The material is an audio file, originally 30 minutes in length, and examines the issues around this subject. It was recorded in 1995.
Author(s): The Open University

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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

1 New Labour's approach welfare reconstruction
This unit examines the approach adopted by Tony Blair and New Labour to welfare reconstruction in the United Kingdom. Using extracts from speeches made by Tony Blair, you will listen to a discussion on how the Welfare State was remade by the ‘New Right’.
Author(s): The Open University

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6.4 Summary of Section 6
This unit, which contains material from the current Open University second level Politics course DD203 Power, Equality and Dissent, is pitched at the intermediate level. It should take you about 8 hours to study if you attempt the recommended exercises and make summary notes of its key points. Doing so will allow you to practise the crucial academic skill of summary and précis – extracting the gist of an argument – which will be of particular help if you go on to study in related areas: p
Author(s): The Open University

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6.1 London
This unit, which contains material from the current Open University second level Politics course DD203 Power, Equality and Dissent, is pitched at the intermediate level. It should take you about 8 hours to study if you attempt the recommended exercises and make summary notes of its key points. Doing so will allow you to practise the crucial academic skill of summary and précis – extracting the gist of an argument – which will be of particular help if you go on to study in related areas: p
Author(s): The Open University

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The East Side story: How executive uncertainty created an accession conditionality that never was
A presentation given by Research Fellow Cristina Parau at Wolfson College on February 24th 2009. Dr Parau is also a member of the Centre for Socio-Legal Studies in Oxford. Europeanization scholars study the impact of the European Union (EU) on domestic politics. The literature on the impact of the EU on the domestic politics of accession countries in Eastern Europe has focussed too narrowly on the formal conditions for accession to the EU stemming from Brussels. Accession conditionality and the
Author(s): Cristina Parau

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Rights not set

7 Ions and ionic bonding
Atoms, elements and molecules are the building blocks of everything that makes up our world, including ourselves. In this unit you will learn the basic chemistry of how these components work together, starting with a chemical compound we are all very familiar with – water.
Author(s): The Open University

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Learning outcomes

After studying this unit you should be able to:

  • identify and describe what is meant by a formal rule and understand the problems associated with rule making;

  • explain what is meant by policy and why it is important;

  • understand how formal rules are constructed;

  • explain the difference between specific and general rules, and why the difference matters;

  • explain why the language of formal rules is important;

  • ex
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References

Lewis, G. and Phoenix, A. (2004) ‘Race ‘ethnicity’ and identity’ in Questioning Identity, K. Woodward (ed.), London, Routledge/The Open University.
The Runnymede Bulletin (1999) ‘Black deaths in police custody’, no.319, September, pp.8–9.
Sardar, Z., Ravetz, J. and Van Loon, B. (1999) Introducing Mathematics, Cambridge, Icon Books.
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1.3.2 Stages in reading qualitative evidence

As with numbers, we need to approach qualitative evidence systematically and with purpose, and not just assume we know what it means.

1.2.3 Stage 1: Preparation

Numbers and diagrams are highly abstract and condensed summaries of the world. They require a degree of mental effort to bridge the gap between them and the aspects of the ‘real’ world they stand for. Approach them slowly and with care, allowing yourself time to get the feel of what you are looking at. Don't assume you already know what you are looking at.

1.2.2 Stages in reading numbers and diagrams

Having established roughly what we are looking at when we see a table of numbers or a diagram, how do we read it systematically? It may be best to think of this as a process with several stages.

Learning outcomes

After studying this unit you should be able to:

  • identify that social scientists can collect evidence to support their claims and theories in different ways;

  • give examples of quantitative and qualitative evidence;

  • recognise a variety of methods for obtaining evidence;

  • understand the ways in which evidence can be presented; how to read it actively and with purpose.

1.3 Active reading

Whatever the specific objective of reading, as a student you will always need to read in an active way. Active reading involves reading with a purpose; that is reading in order to grasp definitions and meanings, understand debates, and identify and interpret evidence. It requires you to engage in reading and thinking at one and the same time in order to:

  • identify key ideas

  • extract the information you want from the text
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Introduction

We know that the brain has a hugely important role to play in the students' learning that goes on in our classrooms. However, surprisingly, scientists still know relatively little about the workings of the brain, and most of what we do know has been discovered only in the last 15 years. Our challenge is to ensure that what we do know about the brain is translated into classroom practice and used to maximise student learning – this is the idea at the heart of Accelerated Learning. This unit
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1.3.2 Exploring other activities

After trying Activity 3 you may want to explore some of the other resources given or even develop your own, in which case the Global Dimension section of the ASE site or the New Scientist online may be helpful starting points.

One way of bringing global science into the classroom is by using ‘off-the-shelf’ activities that:

  • exemplify curriculum content – for example, iron was extracted from its ore in a precursor of the blast
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1 6. Conclusion

This unit has explored the ways in which moving and still images may motivate and inspire pupils in their understanding of music. You may find it helpful to share your experiences of using images with your peers, perhaps through a short presentation to your department.

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