Learning outcomes

After studying this unit you should be able to:

  • understand what writing an assignment involves;

  • identify their strength and weaknesses;

  • consider the functions of essays and reports;

  • develop writing skills, whatever the stage they have reached.


Author(s): The Open University

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Introduction

Social scientists collect evidence to support their claims and theories in different ways. Such evidence is crucial to the practice of social science and to the production of social scientific knowledge.

You may be aware of the idea of active reading, which is about reading with the aim of understanding and grasping something: a definition, an argument, a piece of evidence. What that suggests is that active reading is about reading and thinking at the same time. In
Author(s): The Open University

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3.2 Maps and the circuit of knowledge

Activity 3

The circuit of knowledge starts with a question or questions. For example, look at Figure 1 and Map 3, A and B. Figure 1 shows how the circuit of knowledge can be used to investigate a question, using Map 3, A and B, as e
Author(s): The Open University

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Introduction

This unit looks at the prevalence of maps in everyday life, their uses and their importance. From mental maps to public transport and street maps it moves on to historical and history-making maps. Along with assessing the political importance of some maps it examines how we read maps and looks at how to evaluate the information contained within them. Although maps might seem to be objective and factual the unit looks at the values embedded in both maps themselves and our perceptions of them.<
Author(s): The Open University

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References

Claiborne, R. (1983; this edition 1990) The Life and Times of the English Language: The History of our Marvellous Native Tongue, Bloomsbury.
Tolkien, J. R. R. (1954; this edition 2003) The Lord of the Rings: The Two Towers, HarperCollins.
Bodmer, F. (1943) The Loom of Language, London: Allen & Unwin (republished Merlin Press, 1981).
Author(s): The Open University

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Water supply and treatment in the UK
Have you thought about the journey water makes to get to your taps? What processes has it undergone to make it safe to drink? The tracks in this album examine issues of water supply and treatment in the UK, where each of us uses approximately 150 litres a day! We hear from different parties involved in water management including the bodies representing the consumer, the environment, and the suppliers. The scope of the discussion ranges from wastage and emergency treatment to recycling and efflue
Author(s): The iTunes U team

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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

Author(s): The Open University

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1.5 Moving forward?

So far you have read about the development of consultation with service users. Why, then, do service users and their organisations experience a struggle to be heard? What barriers are they encountering?

Service providers may structure consultation around service needs rather than service users' interests. For example, consultation at the planning, delivery and monitoring stages of a new day centre might be informative to service providers as well as a good example of service user involv
Author(s): The Open University

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Introduction

The current political agenda requires service users' views to be incorporated into the design of health and social care services (Department of Health, 2006). Services are assessed by the quality of the outcomes they provide for users. Frontline managers are responsible for gathering service user views on their needs. Whose views should be taken into account? How do managers gather views? This unit helps you consider ways of getting feedback from service users, and shows the inclusive approac
Author(s): The Open University

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1.2.4 Checklist of common features

  • Is there any online help?

  • Can I do a simple search?

  • Can I look at the information in both short and detailed form?

  • Can I choose where in the record I want my search terms to be found?

  • Can I search for phrases?

  • Can I combine search terms?

  • Can I use truncation?

  • Can I use wildcards?

  • Can I do an advanced search?

  • <
    Author(s): The Open University

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Learning outcomes

On completion of this unit you will have:

  • examined the place play has in the curriculum framework/guidance or documents most relevant to your setting;

  • considered various definitions of play;

  • explored ideas about the value of play and adults' attitudes towards play;

  • considered play in your setting and attempted to access children's perceptions of play;

  • explored issues such as gender and play and children's right to play.
    Author(s): The Open University

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Introduction

From an early age, play is important to a child's development and learning. It isn't just physical. It can involve cognitive, imaginative, creative, emotional and social aspects. It is the main way most children express their impulse to explore, experiment and understand. Children of all ages play.

(Dobson, 2004, p.8)

This material is from our archive and is an adapted extract from Devel
Author(s): The Open University

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4.3.2 Children in Cambodia under the Khmer Rouge

Figure 15
Figure 15 Drawing by a Cambodian child depicting events under Pol Pot's Khmer Rouge, a period that lasted from 1975 to 1979.

In 1975, P
Author(s): The Open University

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Absolute Beginner #9 - We Aren’t Going to Spanish Class Today
Learn Spanish with SpanishPod101.com! You wake up and it’s early Friday morning, and the warm Latin American sun is already streaming into your bedroom. You yawn, rub your eyes, and open your window…and suddenly it comes to you…you’re going to skip your Spanish class today! You open your window and yell out to the world [...]
Author(s): SpanishPod101.com

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Rights not set

1.2 Actions

In Activity 1 below, the purpose is to observe and identify some of the actions or interventions that adults make in their day-to-day work with young people. Some examples of these individual actions are:

  • making contact

  • listening

  • suggesting

  • giving information

  • challenging assumptions.

Click in the box below to start playing the video.

Author(s): The Open University

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Learning outcomes

On completion of this unit you should be able to:

  • describe and analyse interventions by practitioners working with young people

  • describe the key responsibilities of practitioners working with young people


Author(s): The Open University

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Ping 161: Scroogled, Xbox sales, Windows Store wins, IE 10 trolls | Ping!

Laura and Paul bring you all the top stories- but it's YOU we want to hear from! Check out the latest episode and then jump in on the conversation...don't be shy, we like you, promise. Here are some convo kick starters:

Scroogled!  [05:22]

Author(s): Laura Foy

Work That Body!
Get students moving with this video for students for kindergarten through third grade. The exercises do not take up too much floor space and students can do the exercises at their desks. The music featured is fast-paced. (05:20)
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A look at the UTMC Dana Cancer Center
Media Coverage
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Amy Lee Bredlau, M.D., M.Sc Physician Profile
Meet Amy Lee Bredlau, M.D., M.Sc. Dr. Bredlau was awarded her M.D. by the University of Nevada School of Medicine, M.Sc. in Clinical Investigation awarded by the University of Rochester. She completed her Residency at the University of California and her Fellowship at the University of Rochester. Her Specialties are Pediatric Hematology/Oncology. Dr. Bredlau is Board Certified in Pediatrics.
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