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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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9.3.1 Establish opportunities for using skills in working with others

You need to identify activities that will provide you with opportunities for working with others over a period of 3 months or so. This could involve both one-to-one and group situations, such as working on a particular project at work, a group project as part of your course or e-conferencing on a group assignment.

Time out


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8.7 Evaluating strategy and presenting outcomes

This stage of the framework focuses on identifying what you have achieved and how well you have achieved it. It involves you in evaluating your strategy and presenting the outcomes of your work. As you evaluate and assess your strategy, identify aspects of your problem-solving skills that you want to develop further. At the end of this stage, use the records in your Skills File to complete the activity ‘Evaluating your problem-solving strategy and presenting outcomes’ and pull togeth
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8.5.3 Negotiate the option to be taken forward

In many contexts problem-solving activities will involve other people. You may need to seek permissions, advice, support and resources from a range of people, such as your tutor, manager, group or team colleagues, or others who may have authority over or be affected by your work.

Some aspects of negotiation are:

  • gaining the co-operation of colleagues, as necessary;

  • establishing the availability of resources, including staffing;<
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8.4.1 Plan your use of problem-solving skills and select methods

Exploring and planning an activity often results in different options, possibilities and ways forward. Some approaches will be more feasible or will interest you more than others. At this stage you need to think about how you will be using your problem-solving skills and how you will assess the overall quality of your work. To help you make these decisions, you may find tools such as concept maps or critical-path analysis helpful in representing the different parts of the problem-solving acti
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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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7.7 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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7.6.5 Identify ways of further developing your number skills

Think about your overall number skills and suggest areas where you feel you need to improve, based on the experience you have gained. You might find it useful to discuss with a tutor, manager, another student or work colleague how you might do this. There may be changes you feel you need to make so that you can move forward, such as trying to extend the facilities and resources available to you, changing the way you study to make best use of the time you have, or focusing on improving your ow
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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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7.6.3 Explain results in relation to your work

You should be able to explain the results of your work, drawing attention to any patterns, trends or relationships you have identified. What are the consequences of your work? Does it support the hypotheses or assumptions you started with? How did you carry out your work? What lines of enquiry did you follow to reach your conclusions? Were there any dead-ends where you felt you could not make further progress, or particular insights that you felt helped you to understand your work better? You
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7.6.2 Present information effectively

Organise your data so that you can use it to illustrate and support your arguments or point of view. To do this successfully you must be clear about what you want to say, who is your intended audience, and what points you want your audience to understand. Think about the most appropriate way to present your findings, and whether particular types of charts, graphs or diagrams will bring out the relationships you want to demonstrate. Choosing graph axes carefully (for example using non-linear s
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Introduction

This unit focuses on higher level skills. Skills development is complementary to other learning – it cannot be done in isolation. The higher level skills in this material aim to raise your awareness of the processes of learning and development – other subject-based material must supply the context and motivation for this. Key skills underpin the ability to carry out successfully, and improve on, a wide range of tasks in higher education, employment and wherever there is a continua
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5.1 Introduction
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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Learning outcomes

Here's how the sections of this unit can help you.

  • A first look at the human body gives you the opportunity to gain an overall appreciation of how the body works in a scientific sense, and understand that a scientific view is necessary for us to study how performance in sport is linked to performance of the body.

  • Athletes and efficient hearts explains the function of the heart briefly and looks at the importance of healthy hearts in sport.


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Animal Summer Games: Wildebeest Survival Race
Wildebeest in the millions make their annual migration through East Africa. (02:42)
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Science Bulletins: Seeking Spiders—Biodiversity on a Different Scale
Recognizing the tiny species of any ecosystem is hugely important for defining its overall diversity. But miniscule forms of life are often invisible to conservation efforts because they have yet to be described in detail. Dr. Norman Platnick of the American Museum of Natural History is leading an important initiative to discover biodiversity on a smaller scale. Having devoted decades to the study of spiders, Dr. Platnick now leads a team of 45 investigators from 10 countries in the largest-ever
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The Gilder Lehrman Institute of American History: Op-Ed Writing with Professor Jon Zimmerman
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