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Acknowledgements

Grateful acknowledgement is made to the Centre for Alternative Technology for the development of algorithms used in the Carbon Calculator.

The content acknowledged below is Proprietary and used under licence (not subject to Creative Commons licence). See Terms and Conditions.

Course image: John Loo in Flickr made available under
Author(s): The Open University

5.1.1 Linking supply and demand

But apart from these relatively few enlightened examples, the efficiency with which humanity currently uses its energy sources is generally extremely low. At present, only about one-third of the energy content of the fuel the world uses emerges as 'useful' energy, at the end of the long supply chains we have established to connect our coal and uranium mines, our oil and gas wells, with our energy-related needs for warmth, light, motion, communication, etc.


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2.3 Using conversation to construct environmental responsibility

If conversation is a creative exercise, in what sense might this be applied to the concept of responsibility around climate change? As David Cooper implies (Box 3), global ideas about the environment, such as climate change, are necessarily abstract and therefore lack the meaning and significance required to nurture appropriate respon
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2.2 Informal and formal conversations

The process of conversation is, of course, interactive. It requires listening (Figure 5) and feeding back. In human conversations the interactive process is largely enabled through a shared language. In conversing with nature the challenge is in formulating the right ‘language’, in terms of both ‘listening’ and ‘feeding back
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4.4 Discussion

In this second case study, I have described two different trends in energy use by cold appliances over the last few decades. On the one hand the efficiency with which appliances use electrical energy has improved but, in spite of this, their consumption of electricity has increased significantly in recent decades. Since 2000 consumption has started to decline, probably as a result of the introduction of minimum energy standards. The trend will only continue if we demand and use the most energ
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5 Conclusion

The issue of climate change draws attention to the power of human activity to transform the planet in its entirety, and it is brought into sharp focus by the predicament of low-lying islands like Tuvalu. As we have seen in this unit, the issue of rising sea level and other potential impacts of changing global climate also point to the transformations in the physical world that occur even without human influence. Oceanic islands provide a particularly cogent reminder that the living things wit
Author(s): The Open University

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1.1.2 A balancing act: conservation and sustainable development

All around this coast are examples of efortsf to protect or enhance the environment. There are nature reserves, country parks and protected habitats, and the whole coastal fringe is designated as an area of scientific interest requiring special protection. There is also evidence of the need to manage the environment to ensure, so far as possible, compatibility between competing interests. Built development is prevented along the shoreline and restricted to existing settlements; caravan parks
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3.2.3 Fighting on too many fronts

Although I have dwelt on the agreements relating to agriculture, textiles, and intellectual property, there are some two dozen others, each involving intricate legal and technical details. These include agreements on:

  • Sanitary and phytosanitary (SPS) measures: these are standards applied to imported agricultural products so as to protect plants, animals and humans in the importing country. However, these standards are often arbitrarily used to restric
    Author(s): The Open University

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Stakeholders in marketing and finance
This free course, Stakeholders in marketing and finance, comprises two sections introducing the idea of customers and stakeholders for financial information. It also contains two activities in which learners are asked to relate the ideas discussed to their own work practice. None.
First published on Tue, 16 Feb 2016 as Author(s):
None

5.1 Introduction

In this section you will study the process demanded by the British Standard on Information Security Management for planning an information security management system (ISMS). We present ISMS development as a process involving four tasks, each of which may be subdivided into stages. This section also examines the managerial and organisational structures that the Standard recommends to support ISMS development and looks in detail at the ISMS documentation task.


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4.3.1 Confidentiality, integrity and availability

To preserve the value of an information asset, an organisation needs to sustain simultaneously its scarcity and its shareability within their respective regions. This is the critical high-level information security goal for any information asset; it is the entire rationale of an information security management system.

To maintain the security of an information asset, an organisation must:

  • either make the information asset unavailable in it
    Author(s): The Open University

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4.4.3 Do – consider the impact of alternative study methods and helpers

The impact is related to the two types of barrier mentioned above and the intended learning outcomes of an activity. For example, does it contradict the learning objectives if a deaf student relies on a transcript or subtitles for a specific activity? A student may wish to use a helper for course components that cannot be made accessible to them. Returning to the example of someone who cannot hold a stylus, will it be the same experience if they observe someone else using a mobile device?


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1.1 Why is accessibility important?

Figure 1

As common technical and physical barriers
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Introduction

Accessibility for disabled students is a topic which could be included in any area of the curriculum. Most education professionals are aware that they should consider it, but are unsure of what it means, the implications for their role and where to get information. This unit addresses that need.

This unit is from our archive and is an adapted extracted from Innovations in elearning (H807) which is no longer taught by The Open University. If you want to study formally with us, you
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References

Armstrong, N., & Welsman, J. (1997) Young people and physical activity, Oxford, Oxford University Press.
Department for Education and Employment & Qualifications and Curriculum Authority (1999) The National Curriculum for Physical Education, London, QCA.
Department of Health (2004) Chief Medical Officer, At least five a week: Evidence on the impact of physical
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Learning outcomes

After studying this course, you should be able to:

  • understand methods of introducing film music to secondary school pupils

  • understand how the concept of music accompanying image can be applied to skills of composition

  • understand how to develop techniques of appraising and analysing film music through classroom activities.


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1.5.5 Social bookmarks

If you find you have a long unmanageable list of favourites/bookmarks you might like to try social bookmarks as an alternative.

Activity 14 - what you need to know about social bookmarks

Read 7 things you shou
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The Ancient Olympics: Bridging past and present
This free course, The Ancient Olympics: Bridging past and present, highlights the similarities and differences between our modern Games and the Ancient Olympics and explores why today, as we prepare for future Olympics, we still look back at the Classical world for meaning and inspiration. First published on Fri, 01 Jul 20
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Learning outcomes

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

Knowledge

  • distinguish between parenthood and parenting;

  • outline some of the reasons why parenting may require support from outside the immediate family;

  • demonstrate how individual, environmental and structural factors can have an impact on parenting;

  • challenge the notion that ‘problem’ parents and ‘problem’ families can be readily identified.

Skills
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University of Surrey Learning Skills portal
The University of Surrey Skills Portal is a classified collection of quality materials designed to enable students to develop information literacy, research and study skills. It has been built using Openly licensed resources including several from Leeds Metropolitan University.
Author(s): Vivien Sieber,The University of Surrey

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