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The Global Refugee Crisis: a challenge to our common humanity [Audio]
Speaker(s): Baroness Amos | Our world continues to be challenged by conflict and consequent flows of people across the world. How can and should we respond? Valerie Amos (@ValerieAmos) joined as Director of SOAS, University of London in 2015. From 2010, Valerie served as Undersecretary General for Humanitarian Affairs and Emergency Relief Coordinator at the UN. She served in a number of roles in the public sector including in local government and as Chief Executive of the Equal Opportunities Com
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3.8 Evaluating strategy and presenting outcomes

By now you will have found out about and sampled different resources for learning and used different ways to learn. But the structured approach used in this section is one of the main resources for developing and improving your other key skills.

So how do you know if you have learned? How do you know if you have improved? How do you know if you are meeting the standard for improving your own learning and performance expected of someone doing a course in higher education or using higher
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Acknowledgements

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

Couse image: JudithBy: Judith in Flickr made available under Creative Commo
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1.4.3 It's all down to connections

For Iris Marion Young, the responsibility of those in North America and Europe towards distant others does indeed rest with their connections to injustices elsewhere, but it would be a mistake to stretch this line of reasoning too far. Although these connections, whether as a consumer, boardroom executive or shop manager, can establish a line of responsibility, as was claimed in Section 3.1, for Young this is only the starting point and not the end point of our involvement. We do not have to
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1.1 Preparation for study

One of the main purposes of this unit is to help you develop two kinds of skills:

  • the general skills of being a student

  • some skills which are particularly associated with the way social scientists work.

Both are of fundamental importance to your success in studying other courses. This unit is about the very basic study skills of reading and taking notes. These are basic in the sense that they are the foundation for all su
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5.2 Evaluating the quality of information on the Web

The quality of the information you will find on the Web varies enormously as there is no editorial control. Anybody can establish a website, claiming to be whoever they want to be. As Mark Twain put it:

A lie can travel half way around the world while the truth is putting on its shoes.

So how can you judge the reliability and quality of the information you find on the Web? If you think in t
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6.7 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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9.4 Activity: Developing your strategy for using skills in working with others

Develop a strategy for using skills in working with others over a period of time. Your strategy should include:

  • an identification of the opportunities you can use to practise your skills in working with ot
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5 General points on assessment

Activity 5

Look at the notes you have made on the four clips, and decide what general points about assessment have been made.

Discussion


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3.1 Using a framework to think about communication between professionals

Activity 4

0 hours 40 minutes

The objective of this activity is:

  • to use a variety of tools to help you examine your practice.<
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4.7.1 Using grammatical information in the dictionary

Your dictionary is very useful for finding out which grammatical category a word belongs to. For example, the entry for precioso reads as follows:

precioso ADJETIVO

beautiful ¡Es precioso! It's beautiful!

The entry tells you that precioso is an adjetivo, in English an adjective, and that it therefore describes a noun. If you want to know more about what the different grammatical categories are, read the information at the beginning
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4.2 Instantaneous acceleration

The procedure of Question 15 for determining the instantaneous velocity of the car can be carried out for a whole set of different times and the resulting values of vx can be plotted against t to form a graph. This has been done in Figure 28, which shows how the velocity varies with time. At time t = 0 s, the car has zero velocity because it starts from rest. At later times, the velocity is positive because the car moves in the direction of incre
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4.6 The European Court of Justice

The role of the European Court of Justice is to ensure that EC legislation is interpreted and applied consistently in each EU member state. It has the power to settle disputes and impose sanctions. It may also be asked to clarify the meaning of an EU law. Cases may be brought by EU member states, EU institutions, businesses or individuals. The membership of the court has expanded with the growth of the EU itself. The ECJ is composed of one judge for each EU member state. There is no system of
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5.4.4 Using automated checking tools

Another approach to testing website accessibility is the use of automated tools. These tools are useful for obtaining a quick overview of a site's accessibility and for checking technical accessibility. Examples of automated accessibility checking tools include:

  • WebXACT: A free online service that allows people to test single web pages for quality, accessibility, and privacy issues. It is provided by Watchfire, who also offer Bobby, a desktop applicat
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2 Creative communities and ICT

We oppose

‘any prophetic pedagogy

which knows everything before it happens,

which teaches children

that every day is the same,

that there are no su
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1.4.1 Salicylic acid

The structural formula of salicylic acid, 2.1, looks quite complicated. However, it becomes less daunting if you unpack it a bit. One of the first things to do when confronted with an unfamiliar structure is to check that all the valencies are correct (four for carbon, two for oxygen and one for hydrogen). If any atoms have the wrong valency, it follows that there is a mistake somewhere and the molecule does not exist as drawn. It looks OK for the structure of salicylic acid. You proba
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Acknowledgements

This unit was prepared for TeachandLearn.net by John Morgan. John works at Bristol University where he teaches on the geography PGCE course. Before that he taught geography in schools and colleges. He is the co-author of Essential AS Geography (2000) Nelson Thornes and Teaching to Learn Geography (forthcoming) RoutledgeFalmer.

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4 The student's view

Activity 3 should have helped you to clarify your ideas about the aims and purposes of geography education. One of the advantages of doing this is that it encourages you to focus on what you think is important about teaching geography. In our experience, this is sometimes difficult given the hectic pace of life in schools!

Missing so far in this discussion has been the voice of the students who are on the ‘receiving end’ of geography lessons. After all, they are the people who will
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2.2 Screen readers

Figure 9

Screen readers are software applications that not onl
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1.4 Myths and facts

  • Myth – Warming up and being warm are the same thing.

  • Fact – Warming up the body requires physical movement that should gradually increase in speed and intensity over a period of around 15 minutes.

  • Myth – It has to hurt to be doing any good.

  • Fact – Pain can often be a warning sign that the body has gone too far – students should learn to listen to their bodies and interpret t
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