3.1.6 (F) Creativity

Pupils should appreciate that science is an activity that involves creativity and imagination as much as many other human activities and that some scientific ideas are enormous intellectual achievements. Scientists, as much as any other profession, are passionate and they (and their work) rely on inspiration and imagination.

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3.1.5 (E) Historical development of scientific knowledge

Pupils should be taught some of the historical background to the development of scientific knowledge.


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3.2 Subordinate legislation

Subordinate legislation is legislation made by a person or body to whom Parliament has
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1.1 ‘Company law’

Before embarking on this unit, it is important to take some time to think about the implications of its title: Company law in context. In particular, what constitutes ‘company law’, and what is the context in which we are thinking about it?

At this point, you might like to pause for a moment and contemplate what this phrase means to you. In particular, what do you understand by the concept of a ‘company’?

At first, this may seem like a ludicrously straightforward question.
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Learning outcomes

After studying this unit you should be able to:

  • Part A:

  • describe in general terms what a business is;

  • demonstrate an appreciation of the concept of capital.

  • Part B:

  • identify the main types of business medium;

  • demonstrate an understanding of the key characteristics of businesses run as sole traders;

  • demonstrate an understanding of the key characteristics of businesses run in pa
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6.4 How is law made?

The Scotland Act 1998 provided minimum requirements for the process which was to be followed by the Parliament in creating law by considering and passing Bills. Section 36(1) of the Scotland Act 1998 required there to be at least three distinct stages to which Bills are subject, including a stage when members can debate and vote on the general principles of the Bill, a stage when they can consider and vote on its details, and a final stage when the Bill can be passed or rejected.


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6.1 Introduction

We have now looked at how formal rules are formulated, and at some of the strategies that may be deployed when interpreting them. In this part we will take this one step further and explore in more detail something that we have already touched on and thought about – the application of rules. This is a really important thing to understand, since rules are designed to regulate conduct, and have to be applied to instances of the conduct with which they are concerned.


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5.2.3 Looking at the intention of the rule-maker

To resolve these problems, a rule-applier may adopt a yet broader interpretive strategy. This involves attempting to work out what the intention of the rule-maker was when the rule was formulated. In other words, it means going beyond or outside the language of the rule itself. In the context of a statute (i.e. an Act of Parliament), this may involve the rule-applier (the judge) looking at the law that existed before the statute was enacted and working out what the problem with that la
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Learning outcomes

By the end of this unit you should:

  • be able to describe the relationship between social work practice and the law;

  • understand the legal framework that regulates social work in Scotland;

  • have an awareness of the role of law in countering discrimination.


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Introduction

This unit considers the growth of human rights and humanitarian law before looking at the European Convention on Human Rights (ECHR) in detail. It will also look at the position of human rights in the UK and the effect of the Human Rights Act 1998.

This unit is an adapted extract from the course Rules, rights and justice: an introduction to law (W100)


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7.1 Towards a constitution

The European treaties establishing the European Union:

  • create an institutional structure for decision making, and

  • set out the freedoms of the individuals and the limits of the decision-making powers over the citizens.

The treaty establishing a constitution for Europe was signed by the member states in October 2004. However, at the time of writing (2005), the process of ratification is in abeyance following the rejecti
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3.4 Did I make a rough estimate to act as a check?

When using a calculator many people have ‘blind faith’ in its capacity to provide the correct result.

Calculators invariably provide the co
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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:

Ficure 2: Crown copyright
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2.8 Relationship symbols

There are also symbols that show the relationship between numbers or quantities. Two common ones are = and , but there are several other symbols of this type.

Symbols indicating relationships include:

  • = means ‘equals’;


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2.5.1 Try some yourself

1 How would you add the following words to the list:

 decimal, fraction, positive, negative.

For each one, give the mathematical meaning and an example of its use.

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3 Subtraction rules – order matters

It’s important to remember that subtraction has different rules from addition.

For example, when you add up numbers, it doesn’t matter what order you add them up in. So 6 + 4 is exactly the same as 4 + 6. The result is 10 in both cases.

But in subtraction, order matters. So 6 – 4 is different from 4 – 6.

With the first, you start with 6, subtract 4, and are left with 2.

But with the second you start with 4 and if you subtract 6, which is a bigger number, you a
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Lezerskabinet : Open en dynamische community
org_SL_LOGO_LEZERSKABINET_MRT15_RGB.jpg

Het Lezerskabinet is een open community rond het belang van lezen en leesplezier. Uw visie, bekommernissen en ideeën rond leesbevordering willen we graag leren kennen.

Op de website zal binnenkort meer nieuws verschijnen.

dd.april '15, …


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Stitching It All Together - Using Network Coding in Heterogeneous Settings

Coding can be effectively used to synthesize seamless, reliable service from underlying, faulty networks that may be shared by several other users. In this talk, we present two examples of this principle. In the first part of the talk, we show how to use network coding to enable multipath TCP without the need to control tightly the interaction between different paths. We present how we may combine coding at several levels in order to control for variations among and within networks. In the se
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