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EN-7. Participatory sciences and biodiversity management (Vidéo)

Colin Fontaine presents the interest and the functioning of the participatory sciences measures for the biodiversity. He evidences their benefits, for the scientists as well as for the observers, and he proposes an overview of the chronicle of those processes across the world.


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4.3 Does writing on a book seem wrong?

Obviously you have to take into account whether you own the text you are studying and, if so, whether you intend to keep it. Does it seem extravagant to write on a book and make it unfit for selling on? How important to you is selling it? Is it really a saving? If a book is importan
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5.4.3 Gathering and producing new information

As your work progresses, what new information are you gathering or producing? For example are you using IT to handle ideas, plans, working documents, results of calculations, designs, predictions, evaluations and so on? Review the types of information you are dealing with and think about what IT skills you are using to bring together information and data from different sources to help you make decisions or draw conclusions. What new IT skills would help you handle this information more effect
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4.4 Genetic diversity and mass extinctions

It is for this reason that there are now international agreements on the need to work together to retain genetic diversity in all species and, more generally, biological diversity (species and habitat diversity).

Question 10

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Learning in the first professional job: the first year of full time employment after college for acc
This paper reports findings from the first phase of a four-year research project funded by the UK Economic and Social Research Council as part of its Teaching and Learning Research Programme. The major component of this project is a longitudinal study of trainee accountants, graduate trainee engineers, and newly qualified nurses in England. This critical period of introduction to professional work has not been previously studied by a longitudinal series of observations and interviews, though a n
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3.2.2 Identify what you hope to achieve and opportunities to work on this key skill

It is always a good idea to know what you hope to achieve in the future in terms of your learning, personal or career goals. This might be very specific, for example to improve your report writing, or it might be more general, such as, to ask for and use feedback more effectively. If you are using this in a work context, you may wish to include personal and career goals.

This year I have set myself the goal of using
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Winifred Mercier Annual Public Lecture 2014. Can Labour be trusted with School Policy & Practice?
Can Labour be trusted with School Policy & Practice? Ruth Lupton is Professor of Education at Manchester University. Her research focuses on spatial inequalities and low income neighbourhoods, and on the relationships between local context and the social processes and practices of schools. For more information please visit http://www.leedsmet.ac.uk
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Introduction

This course aims to get you started on exploring the Classical world by introducing you to the sources upon which you can build your knowledge and understanding. The course also gets you started on an exploration of both time and space in the Classical world.

This OpenLearn course is an adapted extract from the Open University course Author(s): The Open University

2 Audio clip 1: Diane Mallett

Figure 1: Diane Mallett with Stanley mallett (left) and Paul Mallett

About seven or eight years before the interview, Diane and her husband Rog
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1.2 Influences on creativity

In the late 1630s, the poet John Milton travelled from England to Italy. While there he visited the astronomer and physicist Galileo Galilei and observed the skies above Florence through the telescope through which Galileo was studying the moon and Saturn.

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1.2 Discourse as social action

Consider this first transcribed extract from the interview. Note that the numbers in brackets refer to pauses and give the length of the pause in seconds, while (.) signifies a micro-pause too small to count and .hhh indicates an audible in-breath.

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Learning outcomes

After studying this unit you should be able to:

  • demonstrate an understanding of how shared histories of places and spaces could be an important resource to any caring relationship;

  • identify ways in which the environment can become a resource for caring;

  • appreciate the importance of personal control over changes of place in relation to how people cope and adjust.


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Introduction

Learning how to learn is a process in which we all engage throughout our lives, although often we do not realise that we are, in fact, learning how to learn. Most of the time we concentrate on what we are learning rather than how we are learning it. In this unit, we aim to make the process of learning much more explicit by inviting you to apply the various ideas and activities to your own current or recent study as a way of increasing your awareness of your own learning.
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2.6.1 Try some yourself

Activity 28

Find each of the following by hand, giving your answers both as a power of ten and as a decimal number. You will use these answers as a check on your calculator work in the next question.

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Introduction

This unit is an adapted extract from the course The molecular world (S205)

This unit will provide you with a detailed understanding of some of the important problems and topics that are being studied by the chemists of today, and of the ways in which associated problems might be solved by chemical methods. But to acquire this understanding you must have a good grasp of fundamental chemic
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Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

What will future students want and need from universities?
In their work at the Conference Board of Canada, Carl Amrhein and Diana MacKay help academic leaders “rethink universities” with a particular focus on student interests and pathways. Amrhein and MacKay came to Concordia on March 4 to deliver the presentation, What will future students want and need from universities? Their presentation was part of the speaker series, The Future of the University and the Future Learning, an initiative designed to engage the Concordia community in charting it
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Introduction

The caring people do for family members or close friends is often difficult to define, as you're probably aware. Sometimes people are reluctant to be described as being a ‘carer’ because it signals a change in a relationship, or a change in someone's lifestyle.

How people talk about care, and the meanings that they give to what they do, can influence many aspects of caring relationships. It may determine whether help is provided in the first place, and also what kind of help is giv
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2.4 Disagreeing with the author

It is clear from Kate's responses that from the outset she felt hostile to Layard's article and to Layard himself. As she later explained in a seminar, she felt that he looked down on people with low incomes, such as herself. She felt she was being told that she wasn't happy with her life and that she envied people with lots of possessions. In her philosophy, she said, happiness had nothing to do with wealth. She was just as capable of being happy as the richest people in the country. Because
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1.3.1 The impact of surroundings

Thinking about attachment to places leads us to think about just the opposite: how do people feel when they have to change places and move from one situation to another? Some people are always on the move while others seem to stay put for long periods of their lives. For children and adults receiving care services moving between places may be a common occurrence.

These moves may be:

  • daily, part of a shared pattern of care where a person
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