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Learning outcomes

After studying this course, you should be able to:

  • make an informed judgement about whether or to what extent a financial market satisfies the conditions of an efficient market

  • identify the main factors that could detract from that efficiency.


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1.5.1 A ‘two currency’ world?

The introduction of the Euro threatens to have a significant impact on the international monetary economy as well as on the economies of the EU countries themselves. As yet this impact is not altogether clear since the Euro has only been operating for a few years. But certain trends are emerging and the possibilities are opening up. It is the main features of these trends that we concentrate upon in this section.

A preliminary point here is that the Euro exchange rate is not a policy va
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Learning outcomes

After studying this unit you will:

  • appreciate the importance of the Euro-zone economy as a player in the international economic system;

  • recognise the importance and role played by the European Central Bank in the conduct of Euro-zone monetary policy;

  • understand the relationship between monetary policy and fiscal policy in the management of the European economy;

  • reflect on the consequences of Euro-zone enlargement for the conduct econo
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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 reproduce material in this unit:

Figures

Figure
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5.2 National identity and diasporic citizenship

National identity is frequently associated with country of origin and place of birth. This association created difficulties for many Jewish refugees in the 1930s who, like Lotte and Wolja, had to flee their country of origin. Despite the fact that he had his German nationality revoked and was stateless, the UK authorities viewed Wolja as ‘German’ because he was born in Berlin. In May 1940, when a German invasion was feared, many such people were deemed to be ‘enemy aliens’ and were ar
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5.1 How did we get here?

We began this unit by posing the question: what is a crime? Shouldn't we be finishing with a clear and unambiguous answer to this? Well we are sorry to disappoint you, if that is what you were expecting, but it doesn't look to us as if there is a simple, unambiguous answer. At the very least, according to Sections 1 and 2 of this chapter, there are: legal and normative definitions of crime; recorded and unrecorded crimes; the crimes we fear and the crimes that fascinate us; and stories of cri
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References

Cohen, S. (2001) States of Denial: Knowing About Atrocities and Suffering, Cambridge, Polity Press.
Ritchin, F. (1989) ‘What is Magnum?’ in Manchester, W (ed.) In Our Time, London, Andre Deutsch.

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3 Key skills assessment courses

This section gives advice and guidance to help you compile and present a portfolio of selected work. You are strongly advised to read through this section so that you have an idea of what is expected.

The key skills assessment courses provide an opportunity for you to integrate your development of key skills with your work or study. You may choose to concentrate on skills that you need to develop and improve for your job, for a new course, or personally to help you keep abreast of new d
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3.1.3 How do I design a table?

As a student, you are likely to present data in a table after you have carried out an investigation, particularly when you are writing up the report. Some courses include a small-scale project and this is likely to be the point at which knowledge of how to design a table will be useful. The following steps form a reliable guide.

  1. Collect the data.

    In the case of a project, you are likely to collect the data yourself, possibly from other written
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3.1.2 When is a table not a good format to use?

There are very few cases where a table will be the worst format to use. However, when you have a huge amount of data, you may wish to present some of it in a different format. Other formats for presenting data are explained in Sections 4–6.


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3.1 What is a table?

A table should provide a clear summary record of a collection of data. Tables have a number of columns and rows, depending on the amount of data and the detail shown.

Tables are a very common way of putting information across to people, so common that we probably don't notice that they are there most of the time. On the other hand, they can look quite formidable when there is a lot of information presented at once, and finding your way around them can be hard. To be easy to read, all ta
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1.1 Ways in which computers can help you to study

Courses use computers for a variety of different reasons. These are a few examples.

  • To let you explore ideas and concepts in more depth, such as by using a multimedia CD-ROM or DVD with interactive exercises.

  • To help you communicate with others on your course. Online conferences offer a way to contact other students and staff for information, discussion and mutual support.

  • To allow you to analyse data, see pictures or
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5.1.1 Art History

Haggar, R.G. (ed.) (1962) A Dictionary of Art Terms, London, Oldbourne.

Hall, J. (ed.) (1979) Hall's Dictionary of Subjects and Symbols in Art, London, John Murray.


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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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References

Hughes, M. (1991) Closing the Learning Gap, Network Educational Press Ltd.
Lucas, W. (2001) Power Up Your Mind, Nicholas Brearley Publishing.
Rose, C. (1985) Accelerated Learning, Accelerated Learning Systems Ltd.
UNESCO (1977) Suggestive, accelerative learning and teaching: A manual of classroom procedures based o
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3. Review and recall

Learning cannot take place without memory, and we expect our students to be able to process, synthesise and recall a vast amount of information every day. There are, however, some simple strategies that we can employ to help them to do this.

Firstly consider the natural concentration span. A rough guide is that concentration span in minutes is equivalent to chronological age in years, +/− 2 minutes. That means that even our most attentive 18 year olds need a short concentration break
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1.2 The mentor role in the OU flexible PGCE

What makes a good mentor? Student teachers and mentors generally agree that the good mentor is approachable; offers encouragement; has the ability to listen; gives constructive feedback; and challenges thinking. It is also important that both the mentor and the student teacher have a good understanding of the programme – the aims, assessment and timing of activities.


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5.4 A brief history of scientific revolutions

We now go on to look at the history and traditions of scientific discovery. As an early years practitioner, you will find this survey useful in helping you to challenge the prevailing perception of science as ‘absolute truth’.

What we call science was once regarded as ‘magic’, ‘alchemy’ or ‘conjuring’. Such knowledge was viewed as ‘black magic’ and feared as a satanic art (Woolley, 2002). In part this may have been because, in the Middle Ages, scientific ideas were e
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2.2 The body as a machine

This is a useful way of thinking if we want to understand some basic aspects of how the body works in its relation to sport. We can think of the body as a device that operates on simple mechanical principles, that needs to be fuelled and that uses up this fuel as it is driven harder.

Figure 1
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Learning outcomes

On completion of this unit, you should be able to:

  • understand how minority communities require different types of support from caring agencies.


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