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Acknowledgements

Except for third party materials and otherwise stated (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 mater
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Dying in hospital
This learning resource ' Dying in Hospital' addresses the topic of the hospital as a place of death for frail older people and is based on some research findings from an Alzheimer's Society funded research study. A linked resource 'Every death is Different' is also available.
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Acknowledgements

Course image: aotaro in Flickr made available under Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence.

The content acknowledged below is Proprietary (see terms and conditions)
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Real Brazilian Conversations #25: Perder Coisas e Seleção Brasileira
Have you ever lost something? Your cellphone, a shirt, money… I’m afraid the answer is “yes”, right? In this conversation, André and Guilherme have a discussion about lost objects, what it’s like to...

Check out our website, reallylearnportuguese.com and find out more how we can help you to improve your Portuguese language skills!

5 Human influence?

Evidence suggests that global temperature is beginning to rise. There are several factors that could cause this. Only one is affected by human activity.

Click on the link below to view a chart showing the rates of energy gain and loss by the Earth's surface and atmosphere

Energy gain and loss

Up to this point we have been prima
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1.2.4 Places and spaces as resources

Attachment to places can be a resource within care relationships, especially where people have a shared history of attachment to places. An older couple may have experienced the ups and downs of moving between places together for much of their lives. Or a daughter may be caring for her mother in the home where she was born and brought up. A shared understanding of the home environment and the support which may be available locally can be invaluable in developing a care relationship. Such know
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11.1 The lessons of MMR

Horton, R. (2004) ‘The lessons of MMR’, The Lancet, 363, 6 March 2004, pp 747–749 Elsevier. Copyright © 2004 Elsevier.

This week, The Lancet prints a partial retraction – a retraction of an interpretation1 – from the majority of authors of a paper published in February, 1998, by Andrew Wakefield and colleagues.2 Wakefield and one other co-author, Peter Harvey, have not signed this retraction statement. We hope to publish their respon
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Who Cares Why Bother: John Rumery presents "Everything Communicates"
At GRCC's English department's annual conference, local entrepreneur John Rumery reflects on how everything a student writes - from resumes to social media - makes an impact on potential employers.
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7 Conclusion

Reading is a core activity in most courses of study. The purpose of it is to enable you to learn. But learning is not a passive process, you don't just let ideas wash over you. You have to make sense of them as you read and then use them to think with.

Key points

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4.4.1 Engaging with the content

For example, when I read in paragraph 3 of Layard's article that ‘41 per cent of people in the top quarter of incomes are ‘very happy’’ I asked myself:

  • Why is ‘very happy’ in quotation marks?

  • Is 41 per cent about what I'd expect?

  • What is this telling me?

As soon as I thought about it, I realised that ‘very happy’ could be a response that people had ticked on a questionnaire. Perhaps th
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7.6.3 Explain results in relation to your work

You should be able to explain the results of your work, drawing attention to any patterns, trends or relationships you have identified. What are the consequences of your work? Does it support the hypotheses or assumptions you started with? How did you carry out your work? What lines of enquiry did you follow to reach your conclusions? Were there any dead-ends where you felt you could not make further progress, or particular insights that you felt helped you to understand your work better? You
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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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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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6.1 Making a convincing case

If you were talking to a friend about a picture hanging on your living-room wall, you might say: ‘I really like that portrait because the man looks so lifelike’. That is, you'd make some kind of judgement about the painting. (I've never heard anyone say ‘I really like that portrait because of that little white brush stroke in the top right-hand corner’.) So, in effect, you turn the process we have just been through on its head. When you are communicating your ideas to other peo
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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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Learning outcomes

After studying this course, you should be able to:

  • define and use in context, or recognise definitions and applications of, each of the terms printed in bold in the text

  • identify some of the reasons why clean, fresh water is an increasingly scarce resource for many people in the world

  • explain what is meant by the bioaccumulation of xenobiotic chemicals and identify the implications that this has for what people can safely eat

  • distingu
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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

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