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Learning outcomes

After studying this course, you should be able to:

  • understand and give descriptions of events in the past

  • understand and ask questions about events in the past

  • understand and express intentions

  • understand people talking about 14 July.


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Conclusion

This free course provided an introduction to studying Languages. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.


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3.2 Asking for and giving information on the telephone

Here are some common phrases that people use when telephoning:

Giving the reason for a call

  • I'm phoning for some information on ...

  • I'd like some more detailed material ...

  • I'd like to meet someone from CNT ...

  • I need some information ...

  • I need to talk to an accountant.

Making requests


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Learning outcomes

After studying this course, you should be able to:

  • understand spoken descriptions of holiday resorts

  • understand people talking about where and when they take their holidays and why

  • write an informal postcard or letter identifying the advantages and disadvantages of a holiday resort and/or describing personal holiday plans

  • make a short oral presentation about personal holiday plans

  • question other people about their plans
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Introducing Health Sciences: Trauma, Repair and Recovery
Traumatic injury causes millions of deaths and disabilities globally. How does the body react to tissue damage and what are the psychological effects of injury? The six video tracks in this album present a range of powerful and moving case studies and show how access to emergency and longer-term care can help. We find out how falls affect the elderly, what injuries motorcycle accidents can cause, and how a victim of the 2005 London underground bombings has learned to cope with mental trauma. Th
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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

Challenging the biomedical model of childbirth
Health means different things to different people, and this is reflected in the experiences of pregnancy and childbirth in this free course, Challenging the biomedical model of childbirth. People's views on health and disease are often influenced by official discourse which today, just as in times past, has projected authoritative messages about what should be considered important. Such official accounts contain judgements about health, emphasising some ideas and practices while marginalising ot
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4.11 Critiquing gender essentialism

Activity 19

0 hours 30 minutes

Look again at what Tannen and Gray say about men's and women's communicative behaviour. Then review the description of essentialism
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4.3 Reflecting on gender and identity

Activity 14

0 hours 20 minutes

2.4.4 Networks

The fourth complication of my definition of a carer was networks. The drive to recognise someone as an informal carer or main carer risks leaving out of the picture other people who play an important part in sustaining someone, but who are not the main carer. In Lynne's case, for example, we heard that her boyfriend, Eddie, was an important figure. If her needs for care were under the spotlight, would Eddie figure? He probably does not count as a main carer, but without him her quality of lif
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1 Caring: a family affair

Dream parents

Mummy would love me, daddy would too,

We'd go out on picnics or off to the zoo,

We would play in the park and feed the birds,

Listen to their songs and imagine their words.

My life would be full of joy and laughter,

All because they cared, my mother and father,

Never would I feel all cold and alone,

Knowing that I could always go h
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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.

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

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References

West, S. (2000) Your Rights: A guide to money benefits for older people, London, Age Concern England.

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6.6 A few final thoughts

This final section has concentrated on the heart, the lungs and the blood – the body's cardio-respiratory system. We saw briefly how the body takes oxygen in through the lungs, and discussed the importance of this for athletes in various sports. To understand the role of oxygen in the body and its importance to athletes, we had to draw on information that we had discussed in earlier sections about the way oxygen is carried in the blood and the way that the heart pumps blood to different par
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3.2 Clips 4 to 5

Clip 4

In this clip, we hear about the problems faced by those in the private rented sector, and find out about EAGA.

Learning outcomes

After studying this course, you should be able to:

  • give examples of poverty in terms of low income and the effects it has on the lives of the poor.


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References

Anderson, I., Kemp, P. and Quilgars, D. (1993) Single Homeless People, London, HMSO.
Fitzpatrick, S. and Clapham, D. (1999) 'Homelessness and young people' in Huston, S. and Clapham, D. (eds), Homelessness: Public policies and private troubles, London, Cassell, pp. 173–90.

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7 Audio clip 4: Paul

Paul was 30 years old when he was interviewed. He had been in and out of homelessness for most of his adult life, but had become a volunteer with the Cyrenians. He was living in a shared house with some other volunteers.

Paul spent much of his childhood in a caravan in Happy Valley, near the sea, with his parents, brothers and sisters. At 21, when he was living with his girlfriend and her parents, his daughter was born. When she was two months old, they were kicked out, and Paul went to
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3 Biographical perspective: using pathways

You will shortly be hearing excerpts from interviews with four men, who were contacted through the Swansea Cyrenians. They are all from very different backgrounds, and talk about their own experiences of homelessness.

The clips are only brief insights into life without a home, but they do demonstrate the importance of a biographical perspective in understanding the unique and diverse needs of individual homeless people.

Looking at situations from a biological perspective is
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6.2 Concepts of Illness

Sontag (1979) wrote about the metaphors we use to describe illness. Metaphors are ways of speaking about something as if it were something else which is imaginatively but not literally applicable, for instance calling a new moon a sickle. Sontag was mainly concerned with life-threatening illnesses such as cancer and AIDS, and how the metaphors we use can serve to stigmatise the sufferers, for instance referring to AIDS as a gay plague. But people use metaphors to explain illness to themselves
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5 Quality of life

‘Quality of life’ is beginning to be seen as significant by health policy makers. But this raises all kinds of problems about evaluating initiatives to promote wellbeing and quality of life.

If health is difficult to define then quality of life is even harder. You will have difficulty finding a tight definition. As George and Bearon state:

On the whole, social scientists have failed to provide consistent
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