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6.1 What is a ‘good’ reader?
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.
Author(s): The Open University

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5.2 Thinking for yourself
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.
Author(s): The Open University

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4.4 Questioning what you read
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.
Author(s): The Open University

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2.4 Disagreeing with the author
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.
Author(s): The Open University

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9.7.3 Identify ways of further developing your skills in working with others

Use your assessment and reflective comments to suggest ways of improving your own performance in working with others. How do you intend to make these changes? Working in a group is a skill that you may need to go on developing throughout your course of study and in the workplace. All groups vary, and to enhance the performance of any group, as well as to help individual group members develop their skills, it is helpful to look at how the group has operated.

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9.7.2 Assess the effectiveness of your strategy

When you come to make a final assessment of the effectiveness of your strategy, you need to consider aspects such as how progress was made, the quality of the work, the working relationships of the group members, and how difficulties and problems were addressed. If you have been able to maintain good records from meetings, progress reports, and your own reflective comments, you should be able to look back and be objective about the work and strategy that the group developed. Use the goals you
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9.5.2 Establish and maintain co-operative working relationships

Try to organise the work so that each member can benefit from working as part of a team and helpful relationships are maintained. At times you may need to offer support and encouragement, share resources, ask for help and advice yourself, deal with behaviour, which may discriminate against others or disrupt their work, and help to resolve conflict. If you are completely stuck on how to overcome difficulties, try to find someone who can support and help you and the group.

When things are
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9.3.2 Identify what you hope to achieve

It is a good idea to know not only what you are trying to achieve, but also when you have achieved it, so it is important that your goals are clear and that you can easily measure your progress against them. Setting realistic targets, planning actions and modifying those plans in the light of experience are all part of developing this key skill, but this time they need to be done and negotiated within the group.

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9.1 Introduction to improving your skills in working with others

This key skill focuses on developing your skills in working with others and applying these skills in your studies, work or other activities over a period of time. To tackle all of this key skill you will need to plan your work over at least 3–4 months to give yourself enough time to practise and improve your skills, to seek feedback from others, and to monitor and evaluate your performance.

A main purpose of this key skill is to guide you through the management of a group activity cul
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8.9 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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8.6.1 Monitor and critically reflect on your use of problem-solving skills

As you use problem-solving skills in your work, refer back to the outcomes you hope to achieve and the goals you have set yourself. Ask yourself questions such as:

  • am I on track to achieve my outcomes?

  • what difficulties in using problem-solving techniques have I experienced and what have I done about them?

  • how have the choices and decisions I made impacted on me and on others?

  • do I need to make any ch
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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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7.6.1 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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3.1 Tables and flat databases
www……..gov.uk You can now access government directly through the web. E-government in action. While studying this unit you look at the scope of e-government, the databases that are necessary, the use of biometrics in identification and verification of identity and assess the usability and accessibility of websites.
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2.2 Central and local government
www……..gov.uk You can now access government directly through the web. E-government in action. While studying this unit you look at the scope of e-government, the databases that are necessary, the use of biometrics in identification and verification of identity and assess the usability and accessibility of websites.
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3 Sharing information
School governors need to be involved in the monitoring and evaluation of secondary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated.
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Plastic Solar Cells
By: icamp2012school Public Lecture: Plastic Solar Cells Kees Hummelen, University of Groningen, the Netherlands
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Multiplication: Groups and Arrays
JC and his father decide to arrange flower pots in the garden. To do this, JC's father explains that they need to form an array using groups. (First 6 1/2 min. illustrates grouping to multiply.) Last 5 minutes of video shows a pattern for using smaller multiplication tables to form larger multiplication tables. (This segment more appropriate with advanced multiplication.) 11:28
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Reuters Today: Barclays says sorry as profits top $6bln
July 27 - Barclays apologises for the Libor scandal as H1 profits beat forecasts. Plus London gets ready for the Olympics.
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