5.1 Genetic databases and disease Section 2 looked at data and information from two different perspectives: that of the individual and that of commercial organisation. The type of data you have will dictate both why you want to process it using a computer and, to a large extent, how that is done. This section contains two short case studies whose unifying theme is that the computer and its programs are tools for working with data. The two studies provide an interesting contrast between:
4.2.2 Using the web more effectively: gateways A gateway on the web is a website intended to direct users to other preselected websites containing information on a particular topic. It can also refer to a computer that acts as a message router on the internet University librarians often set up gateways for particular areas of study, although they may be set up by anyone with sufficient expertise in a topic. Gateways may be fairly general, such as a gateway site for sciences, or more specific, such as a gateway for part
3.5 Summary This section examined how human beings obtain data in the first place, by turning sensory data into something that can be communicated and reasoned about. We ‘code’ this data using signs and symbols that are agreed within a community. The section explored, again, the distinction between data and information, and noted that one person's data could be another's information. It went on to describe how humans invented computers because we have a compelli
3.3 Stage 2: Gathering the course material together You will need to gather all your course material and lecture notes together, and organise them properly. Your course material or texts should contain an overview of your course. Keep this to hand, as it will prove invaluable in you come to identify the topics you will need to revise. There are also other sources of information that you can draw on when gathering information for your revision. 5.1.6 Are the conclusions justified? Though I was interested in the idea of treating high incomes as ‘pollution’, I did wonder whether taxing people to pay for the pollution caused by their rising incomes would work. In general though I was reasonably convinced by the conclusions Layard drew. On the other hand, if I was studying the subject more seriously, I might find that wider reading and further thought would make some of the conclusions seem less convincing. 2.4.5 Reflecting on communication skills Communication can be approached in terms of the skills needed to get a hoped-for response. By seeing communication in terms of skills, it is easier to focus on what skills you already have and use. Once you have a reasonably clear picture about this, it is much easier to see where you might want to act to increase your communication strengths and decrease any weaknesses. It can be useful to try assessing what you see as someone else’s communication skills before you think about your o 3 Key skills assessment units This section gives advice and guidance to help you compile and present a portfolio of selected work. You are strongly advised to read through this section so that you have an idea of what is expected. The key skills assessment units provide an opportunity for you to integrate your development of key skills with your work or study. You may choose to concentrate on skills that you need to develop and improve for your job, for a new course, or personally to help you keep abreast of new dev 2.4 See what you can do on the web The web is immense, made up of information held on computers across the world. You can find out things about any subject or topic you care to name, however obscure it might be. The section entitled Searching later in this unit provides advice and tips on searching the web and finding what you want. 3.1 Introduction The following PDF document contains pages from Section 11 of the Open University publication ‘The Legal Framework’, which was written for the OU Masters Programme in Education. 2.3.1 Analysis Have as the starting point the student teacher's perceptions and concerns about the lessons. Consider the evidence collected and impressions formed. Identify the various strengths of the lesson. This is particularly important, as student teachers can become demoralised if the discussion concentrates only on their weaknesses and suggestions for change. Identify those aspects that could usefully have been don Acknowledgements The content acknowledged below is Proprietary (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 for permission to reproduce material in this unit: Übung 14 Sie sprechen jetzt mit einer Bekannten über die Rolle der Trachten. Ihre Bekannte ist sehr kritisch eingestellt, Sie argumentieren gegen diese Position. Sie hören auf Englisch, was Sie sagen sollen, und sprechen dann in den Pausen. 1.4.5 M is for Method Method is about the way in which a piece of information is produced. This is quite a complex area as different types of information are produced in different ways. These are a few suggestions to look out for:
Opinions – A lot of information is based on the opinion of individuals. They may or not be experts in their field (see P for Provenance) but the key message is to be clear that it is just an opinion and must be valued as such.
Research – You don’t have t 2.3.4 Using ‘quel’, ‘quelle’ You have already come across the following question:
Quelle est la date de votre anniversaire?
Quel means ‘what’ or ‘which’. It changes to quelle if the noun that it is linked to is feminine. 2.3 Video activity: Discussion A key aspect of this work is ‘partnership’. Service users are called ‘members’ at Redcar & Cleveland Mind and Jane spoke about their involvement as being integral to the service. Members may also be volunteers and have roles on the executive committee. For example, the co-chairs of the executive committee are also members of Redcar & Cleveland Mind. The service has evolved as a response to members and Jane likes to hear their views directly, as well as through colleagues. Jane conside References 5 Comment on the audio clips The benefits mentioned in the clips included a skills outlet, developing organising and networking skills, improvements to the members' self-esteem, and better social contact than before. There were also practical benefits in terms of getting help with household, gardening and computing problems. Any disadvantages were hard to identify. People were enthusiastic about their experiences. Through involving someone like Jan Hurst, the disadvantages of self-help with its tendency towards rather cl 2.11 The failure of CAM therapeutic relationships: complaints The issue of complaints is uncomfortable for any health practitioner. CAM practitioners may be particularly reluctant to accept that their actions may give rise to complaints. Since many therapists do not perceive their therapy to be intrinsically harmful, they are unlikely to make provision for when it goes wrong. Moreover, the comparative absence of litigation against CAM practitioners may give a false sense of security, whereby therapists do not consider themselves above the law but see th 2.10 The failure of CAM therapeutic relationships: sexual abuse and exploitation Another issue that can cause a therapeutic relationship to break down is the failure to maintain appropriate personal or professional boundaries, to the extent that it constitutes serious abuse. A broad spectrum of activities can be called abuse. The term ‘abuse’ originates from the Latin meaning ‘a departure from the purpose (use)’ (Rutter, 1990, p. 41). Given this meaning, clearly some of the boundary issues mentioned above are on the fringes of the category of abuse within CAM. Muc 2.9 The failure of CAM therapeutic relationships: creating dependency to satisfy practitioners' emot Although a failed therapeutic relationship is often assumed to involve a patient not returning, the case of a patient who attends repeatedly can also be highly problematic. This phenomenon can be seen as a breach of boundaries in that an inappropriately extended therapeutic relationship changes from being a healing encounter into a dependency relationship or friendship. Unlike the timescale contracts that may be negotiated in counselling and psychotherapy, there are no fixed timescales for mo
Activity 2: Meeting legal requirements in Scotland
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