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Learning outcomes

After studying this course, you should be able to:

  • demonstrate a strategy for using communication skills over an extended period of time

  • monitor and critically reflect on these communication skills, adapting the strategy as necessary, to produce the quality of outcomes required

  • evaluate this overall strategy and present outcomes.


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Keep on learning

Study another free course

There are more than 800 courses on OpenLearn for you to
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1.1.5 Clearing the previous calculation

To clear the previous calculation, click the 'C' button.

Provided that no operation has been performed on an entered number, an incorrect entry can be deleted one digit at a time by clicking the 'Backspace' button. (This is labelled 'Back' on some versions of the Windows calculator.)


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Learning outcomes

After studying this course, you should be able to:

  • use the Windows calculator to carry out basic operations and calculate percentages

  • interpret and use information presented in tables and charts

  • round numbers appropriately.


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4.8 Not everyone is participating

It can be annoying if there are some people in your tutor group who don't participate in discussions. You may feel that this is unfair, or that you are doing more than your fair share of the work.

There's often a minority of people who don't join in at all, for a variety of reasons – pressure of personal circumstances, illness, shyness, or deliberate decision. And different people may be at different stages in the course. A benefit of studying online is that you can fit your studying
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2.2 Before your course starts

Allow some time to get yourself ready for a course that involves using a PC.

If you already have a PC:

  • double check it against the PC specification for your course.

  • don't assume that a lower specification will be sufficient.

If your computer doesn't meet the specification, you might:

  • be able to upgrade it. Check with the institution you're studying with. They should have
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5.1.10 Philosophy

Flew, A. (ed.) (1979) A Dictionary of Philosophy, London, Pan Books.

Bunnin, N., and Tsui-James, E.P.> (eds) (1996) The Blackwell Companion to Philosophy, Oxford, Blackwell.


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5.1 Subject areas

Unless you are advised otherwise, always consult the most recent edition of these books. The dates / editions given here are as at the time of printing.


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1.1 Introduction

You may have noticed that we often discuss people with the assumption that there is a ‘normal’ pattern of behaviour, which some people do not conform to, while the rest do. This idea of ‘normality’ is implicitly subscribed to in many areas of psychology. We theorise about ‘normal development’, ‘normal memory functioning’, ‘typical perceptual experiences’, ‘gender appropriate behaviour’, and refer more explicitly to examples of unusual psychological functioning as being
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Acknowledgements

This course was written by Professor Grahame F. Thompson, Professor of Political Economy at The Open University. Researching the political economy of the international system and the process of ‘globalization’.

Course image: katie wheeler in Flickr made available under Author(s): The Open University

1 Teaching and behaviour

The quality of our teaching inevitably has an impact on the behaviour of our students: a student who is busy learning is far less likely to think about misbehaving. Using a range of strategies, positive approaches and rewards will have a positive impact on behaviour on a day-to-day basis. However, one of the key factors in getting sustained good behaviour is ensuring that your students are fully engaged with the work that they are doing.

There are many factors that can contribute to mis
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2.3 ‘English’ as a school subject

In official UK curricula, language appears as a curriculum subject under a range of labels. In all four UK countries – England, Northern Ireland, Scotland and Wales – the curricula for the 3–5 years age range (ACCAC, 2000a; DENI, 1997; QCA/DfEE, 2000; SCCC, 1999) include the word ‘language’ in the subject title. In the formal school curriculum, the subject is known as ‘English’ or ‘English Language’ (ACCAC, 2000b; CCEA, 2004; DfEE/QCA, 1999a; SOED, 1991). Wales, Northern Ire
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Everyday English for Health and Social Care and Education Support 1
This free course, Everyday English for Health and Social Care and Education Support 1, will develop and improve your essential speaking and listening, reading and writing skills for work, study and everyday life. First published on Thu, 30 May 2019 as Author(s): Creator not set

Everyday English for Construction and Engineering 2
This free course, adapted for the construction and engineering sector, will develop and improve your speaking and listening, reading and writing skills for your work, everyday life and further studies. First published on Thu, 27 Jun 2019 as Author(s): Creator not set

5 Language and culture

This section aims to help you reflect on the importance of cultural awareness, and to make you aware of the cultural differences associated with different cultures and societies. It will also encourage you to reflect on your own culture and the perceptions others may have of your society.

Ac
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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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4.7 Gender and power in helping relationships

Activity 17

0 hours 30 minutes

Think about the following two scenarios.

  1. A female worker (e.g. social worker, nurse, reside
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3.15 Exploring anti-oppressive practice

Click to read: Anti-Oppressive Practice

Activity 12

0 hours 4
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3.7 The process of 'racialisation'

Stereotypes of African–Caribbean families

There are many African–Caribbean families in British inner cities – London, Leeds, Manchester and Liverpool. African–Caribbean communities tend to live in sections of the city where there may be poor housing but they prefer to live where there are other
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