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Introduction

This unit looks at visualisation as it relates to mathematics, focusing upon how it can be used to improve learning. It will also identify ways in which to make more use of visualisation within the classroom.


Author(s): The Open University

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2.2 Analytical tools

To take matters forward, Davies and Ellison suggest the use of analytical tools to assist with practical target setting when data and information have been collected. They suggest some tools including ‘Boston Growth Matrix’ from the Boston Consulting Group and Little's ‘Lifecycle portfolio matrix’.

Perhaps most readers will be familiar with a SWOT analysis – strengths and weaknesses are usually internal while opportunities and threats are regarded as external factors. Davies a
Author(s): The Open University

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2 Book reviews

The comments below all relate to the same book, Ruby Holler by Sharon Creech, and have been made by pupils at Churchill Community School, North Somerset – the ‘Churchill Chatterboxes’.

A captivating yet far-fetched book, I feel this would suit most younger readers but older readers would want something more demanding. (Margaret)

I think Ruby Holler is a very moving book, especially when Da
Author(s): The Open University

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Learning outcomes

The learning outcomes for this unit are:

  • Understanding and practical experience of creating opportunities for learners to develop dance skills;

  • Awareness and understanding of safe dance practice;

  • Awareness, understanding and practical experience of giving feedback;

  • Promotion of discussion and debate about dance issues throughout the dance curriculum.


Author(s): The Open University

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5 Child labour: a case study

An interesting, controversial but important topic in the debate about corporate social responsibility and Global Corporate Citizenship is the issue of child labour.

According to estimates released in April 2002 in Every child counts: New global estimates on child labour (Geneva, ILO), there were:

  • some 352 million children (aged 5–17) engaged in some form of economic activity in the world in 2000, including 211 million in the a
    Author(s): The Open University

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1.3.2 Search engines and subject gateways

Although both search engines and subject gateways will help you find the resources that you need, the types of information that you find will differ.

Search engines such as Google and Yahoo! search the internet for keywords or phrases, and then show you the results. These results are not mediated by the search engines, and therefore you need to use your own judgement on the reliability of the results. You may, for example, find websites written by experts, alongside websites written by
Author(s): The Open University

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SP.772 Internet Technology in Local and Global Communities (MIT)
This course is based on the work of the MIT-African Internet Technology Initiative (MIT-AITI). MIT-AITI is an innovative approach by MIT students to integrate computers and internet technology into the education of students in African schools. The program focuses upon programming principles, cutting-edge internet technology, free open-source systems, and even an entrepreneurship seminar to introduce students in Africa to the power of information technology in today's world.MIT-AITI achieves this
Author(s): Gaudi, Manish,Gray, Paul

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La civilisation du châtaignier (Vidéo)

Ressource non labellisée UVED - En cours d'expertise


Cette expression fait référence à un système économique très complet et dépendant des diverses utilisations que l'on a fait de cet arbre. On a qualifié aussi le châtaignier d'arbre nourricier, d'arbre providentiel ou d'arbre à pain, parce qu'il fournissait tout à son ami ...
Author(s): No creator set

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MAS.965 NextLab I: Designing Mobile Technologies for the Next Billion Users (MIT)
Can you make a cellphone change the world? NextLab is a hands-on year-long design course in which students research, develop and deploy mobile technologies for the next billion mobile users in developing countries. Guided by real-world needs as observed by local partners, students work in multidisciplinary teams on term-long projects, closely collaborating with NGOs and communities at the local level, field practitioners, and experts in relevant fields. Students are expected to leverage technica
Author(s): Rotberg, Jhonatan,Sarmenta, Luis,Clifford, Gari,Fl

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5.1 Introduction to the social construction of scientific knowledge

This section explores how scientific knowledge and scientific literacy can be built up through working in communities of practice (groups of people who work together and share a common language). We also look at issues relating to the ideas of subjectivity and objectivity, and at deductive and inductive thinking. Finally, we explore the public understanding of science by examining how society, in wider terms, constructs or influences scientific thinking and understanding.


Author(s): The Open University

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3 Foreign communication

In this section you will see how fluency in a foreign language is not necessary in order to communicate.

Activity 10 Everyday languages

You should allow 10 minutes

Think about where and when you
Author(s): The Open University

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La poesía

Actividad 19

Muchas personas piensan que la poesía, especialmente en una lengua extranjera, es difícil de leer.

1 ¿Cuáles de los siguientes puntos le resultan difíciles a usted cuando lee poesía?

    Author(s): The Open University

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Sesión 5 Lectura

En esta sesión va a leer unos poemas sobre un famoso artista. La poesía es una forma literaria que expresa ideas o sentimientos a través del ritmo, la armonía y la imagen. Está escrita en verso y utiliza la rima de manera más o menos libre.


Author(s): The Open University

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Un grupo de estudiantes de la escuela taller del Palacio Real de Madrid

Actividad 17

En esta actividad va a escuchar a un grupo de estudiantes de la escuela taller del Palacio Real de Madrid, que hablarán sobre el arte y la artesanía. Recuerde que ya ha visto estrategias para comprender una discusión en gru
Author(s): The Open University

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Sesión 4 Artistas y artesanos

En esta sesión va a seguir explorando las diferencias entre arte y artesanía y volverá a trabajar las estrategias para comprender una discusión en grupo.


Author(s): The Open University

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Distintos tipos de artesanía

Actividad 16

En esta actividad va a poder hablar de distintos tipos de artesanía.

1 Relacione las siguientes artesanías con los materiales que se utilizan para elaborarlas. ¡Ojo!, tenga en cuenta que varias artesanías pu
Author(s): The Open University

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4.1 Introducción

In this session you are going to find out about everyday activities in the Hispanic world, and get to know the most popular places to go.

Key learning points

  • Saying where you are going

  • Using ir + a : ‘Voy a… ’

  • Vocabulary relating to public places


Author(s): The Open University

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3.2 Actividad

Actividad 3.1

In this activity you are going to review some of the vocabulary that you have learned about tourist sights, as well as learn some new words.

Classify the vocabulary in the box under the following two categories.


Author(s): The Open University

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2.3 Actividad

Actividad 2.2

In this activity you are going to listen to two people being interviewed about monuments and sights in their country. You will also learn how to say where things are.

1 Listen and choose the correct option below.

<
Author(s): The Open University

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Learning outcomes

By the end of this unit you should be able to:

  • express views and feelings in German

  • use different tenses

  • give factual information about Austria, Germany and Switzerland

  • understand the conventions governing the use of du and Sie

  • know some strategies for using dictionaries.


Author(s): The Open University

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