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2.2 Using specific or general questions

Notice the difference between closed questions and open questions.

Closed questions

These questions are very specific and the answers give precise information.

  • Are there sites available?

  • Yes.

  • Has it got air conditioning?

  • No.

  • Where is Preston?

  • In the north-west of England.

  • What's the population?

  • 128
    Author(s): The Open University

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2.1.2 Activité 9

1. Look at the following icons you would find in a hotel brochure. Find the English equivalents of the French words and phrases.

Trouvez les équivalents anglais

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1.1 Autour d'Avignon

In this session, you and and your friend Christine are exploring Avignon. You look at the town plan opposite the station, and Christine stops a passer-by to ask for help.

Key Learning Points

  • Asking for and understanding directions

  • Using être

  • Making liaisons

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Issues in complementary and alternative medicine
Why are so many people now turning to complementary and alternative medicine and why do approaches to complementary and alternative medicine (CAM) raise such controversy? This unit explores the following three key areas: ‘Why people use complementary and alternative medicine’, ‘Critical issues in the therapeutic relationship’ and ‘Ethics in complementary and alternative medicine’.Author(s): Creator not set

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2.2.11 Scandals, treatments and cost saving

In the 1960s critics of the quality of care for older people, such as Peter Townsend, The Last Refuge (1962), and Barbara Robb, Sans Everything (1967), added their voices to growing criticisms of institutional care, not only for older people but for users of mental health services and people with learning difficulties too. Government had already begun to take account of its responsibilities for the dire state and cost of many of these institutions and in a famous speech in 1961
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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 use material:

Illustrations: pp 10,14, 19, 21: Brenda Prince/Format; p19 (top): Sally and Richard Greenhill.

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1 Crossing boundaries: a case study

A number of situations put a strain on the idea that caring is just an extension of 'being ordinary'. These include times when people are giving intimate care. Since the normal rules do not apply in these circumstances, we have to develop a set of special rules to guide practice, thinking very carefully about the core question: 'How can boundaries be respected in situations where intimate care is being given?’'

This question will be explored through a fictional case study set in a res
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Learning outcomes

By the time you have completed this unit you should be able to:

  • Relate beliefs about death to the meaning people attach to life;

  • Reflect upon the way in which death structures life;

  • Critically evaluate new encounters with death affect perspectives upon life;

  • Assess the quality of dying;

  • Critically examine the notion of a ‘good death’ in relation to individual experience;

  • Recognise the implications of
    Author(s): The Open University

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1.2.1 A different definition

Click on the 'view document' link to read the interview excerpt with Reg Martin

View document179.2K
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1.3.2 Change on a daily basis: shared childcare

Activity 4: Caring for children

We leave our flat at about 8.15 am and go to nursery where Sabrina (who is four) stays for the mornings. I then take Tristan (who i
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3.2.1 Words and images

Words like ‘mental defective’ are also linked with images. Together, the words and the images make a powerful impact.

Activity 9 Words and images

0 hours 10 minutes

Look a
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6.2 The body, the lungs and oxygen

The figure shows a simple image of how the lungs absorb oxygen from the air.

Figure 11
Figure 11 Air and blood flow

Air contains several differ
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5.2 Two halves of one pumping system

The heart pumps blood around the body. That might seem obvious, and you might think that there must be more to it than that, but there isn't. That is all that it does. However, this is a crucially important job.

3.4 Sarah and John talking under a streetlight

Activity 7

1 hour 30 minutes

Read the Case Study ‘Sarah's story: Under the streetlight’

3.3 What to do about Sarah?

Activity 6

1 hour 45 minutes

Read the Case Study ‘Sarah's story: What to do about Sarah’

Keep in mind the analyses used in the previous reading, pay careful attention to the lang
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3.2 Analysing practice

Activity 5

1 hour 30 minutes

Read ‘Constructive first engagement: best practice in social work interviewing – keeping the child in mind’ (Cooper, 2008).

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2.3 Objective conditions and subjective definitions

Activity 4

2 hours 0 minutes

Reread the story about the three baseball umpires, which you'll find on page 11 of ‘What do we mean by “Constructive social work”?’

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2.2 What is constructive social work?

Activity 3

1 hour 20 minutes

Read the following article: ‘What do we mean by “Constructive social work”?’

While you're reading, make notes on the theoretical and philosophica
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Introduction

The unit explores what it means to become a critical social work practitioner by using a series of activities and readings to guide you through some new and important concepts. An understanding of ‘critical perspectives’ will help you take a positive and constructive approach to the challenging problems that arise in social work practice.

You will be introduced to a critical understanding of the nature and boundaries of personal and professional discretion and judgement in the deliv
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8 Perspectives

The LETSLINK UK  website provides information and news about LETS initiatives in the UK.

The American sociologist Robert Putnam has argued powerfully for the importance of social capital – something which is built up collectively through the voluntary activities of individuals participating in community organisations and other community activity – leading to a bonding of the member
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