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9 Notes to help you complete your assessment

To complete your portfolio, you must include a contents page indicating how your reflective commentary in Part A and your evidence in Part B are related. An example of a suitable format for the contents page is shown in Figure 1.

Figure 1 (PDF, 1 page, 0.1MB).

Acknowledgements

Author

This unit was originally prepared for TeachandLearn.net by Dr Kate Daubney, Visiting Research Fellow in Film Music Studies at the University of Leeds. She has taught film music to students from musical and non-musical backgrounds, and her research interests include comparative analysis of film music as written and aural texts.

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5.2 Scientists as a community of practice

Science has been described as involving observation, description, categorisation, investigation, experimentation and formation of theoretical explanations for naturally occurring phenomena – activities performed by scientists using scientific methods.

Jacob Bronowski (1973) said, ‘That is the essence of science: ask an impertinent question, and you are on the way to a pertinent answer’ – an apt way to put it, as with science, we set off from a starting point of curiosity and inc
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2.5 Communicating with language

It has been suggested that our ‘linguistic competence’ (Chomsky, 1965) consists simply of the ability to construct ‘well-formed sentences’. The sociolinguist Del Hymes (1979) considered this notion to be far too narrow, and proposed the term ‘communicative competence’ to account for speakers’ ability to use language appropriately. Communicative competence lets us know when to speak and when not to speak, how to take turns in conversations and how to start and end them, and how t
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3.6 Features of speech: dysfluency

Another of the differences between conversation and writing is sometimes referred to as dysfluency. This is the use of hesitators (sounds such as erm, urn), pauses and repetitions which reflect the difficulty of mental planning at speed. We can see all three of these dysfluencies in the next example.

That's a very good – er very good precaution to take, yes.

(Biber et al., 1999, p. 1053)
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3.5 Features of speech: ellipsis

Another feature of relying on the shared linguistic or sociocultural context is ellipsis. This occurs when some elements of a phrase or other unit of language are not specified because they can be inferred from the context. Ellipsis occurs in both speech and writing, but is more common in speech. The following two-part exchange between myself and my daughter is an illustration. We have a cordless phone which can be used anywhere in the house and my daughter, like many teenagers, is con
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3.4 Features of speech: interaction

Once we start to consider the ongoing interactive nature of speech, many of the differences between speech and writing become explicable.

Activity 5

0 hours 15 minutes

Read the e
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What's in a title: Understanding meanings in community care
What do we mean by ‘community’, ‘care’ and ‘welfare’? In this unit you will explore the meanings of these words in their historical and cultural settings. The unit does not discuss these terms exclusively in terms of social work practice so service users, carers or anyone interested in community care and the ways in which welfare services are provided would find this unit useful.Author(s): Creator not set

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8 Perspectives

The LETSLINK UK  website provides information and news about LETS initiatives in the UK.

The American sociologist Robert Putnam has argued powerfully for the importance of social capital – something which is built up collectively through the voluntary activities of individuals participating in community organisations and other community activity – leading to a bonding of the member
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7 Moving to a positive paradigm

Aaron Antonovsky (1984) has called the emphasis on illness and disease the pathogenic paradigm and has stated that this disease-focused paradigm has dominated our healthcare system. He claims that there are five important consequences of this domination:

  1. ‘We have come to think dichotomously about people, classifying them as either healthy or diseased’ (p. 115). Those categorised as ‘healthy’ are normal, those categorised as non-healthy or ‘d
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References

Baker, C. (ed.) (1998) Human Rights Act 1998: A Practitioner's Guide, London, Sweet and Maxwell.
Bashir, A. (1999) ‘Working in racist Britain’, Community Care, 21–27 October, p. 26.
Biehal, N., Clayden, J., Stein, M. and Wade, J. (1992) Prepared for Living? A Survey of Young People Leaving the Care of Three Local Authorities, London, National Childre
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Egypt's political crisis


Author(s): The Economist

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iCube Week 13: December 6, 2012
Discussion about operant and classical conditioning, the Garcia Effect, and related topics. THIS IS THE LAST PODCAST OF THE FALL 2012 SEMESTER. WE'LL RETURN ON JANUARY 24, 2013.
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Bronx Cheer Bulb
In this activity, learners observe what happens when they give a light source like a neon glow lamp a "Bronx Cheer." The lights appear to wiggle back and forth and flicker when learners blow air through their lips. However, learners will discover that the only thing vibrating is themselves. Use this activity to explore different forms of light as well as visual perception.
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Breakingviews: Jefferies and the Street
Dec 18 - Breakingviews editors Richard Beales and Antony Currie discuss Jefferies' full-year earnings and the implications for the the U.S. investment bank's larger Wall Street compatriots.
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1.2 How does it hurt?

This is a useful question because once we know the mechanism of pain sensation we can do something about alleviating it.

When tissue is injured there follows a rapid release of ‘messenger’ chemicals that stimulate the nerve endings. Electrical impulses are relayed through the nerves to the spinal column and to the brain, which registers the sensation of pain. It usually, but not always, also directs our attention to the site where the damaged tissue initiated the pain message.


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1 Unit overview

In this unit we'll be concerned with what type of science forms the basis of science education, and for what purpose. You'll explore these issues by reading the text that follows and by tackling the activities that are included; there are also a number of readings. In the latter part of this unit (Sections 10–14) we'll consider some of the practical problems involved in delivering an effective curriculum in science and look at key questions relevant to all three educational tiers –
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Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

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

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16.430J Sensory-Neural Systems: Spatial Orientation from End Organs to Behavior and Adaptation (MIT)
This course introduces sensory systems and multi-sensory fusion using the vestibular and spatial orientation systems as a model. Topics range from end organ dynamics to neural responses, to sensory integration, to behavior, and adaptation, with particular application to balance, posture and locomotion under normal gravity and space conditions. Depending upon the background and interests of the students, advanced term project topics might include motion sickness, astronaut adaptation, artificial
Author(s): Oman, Charles M.,Young, Laurence R.,Merfeld, Danie

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Lesson 07 - One Minute Luxembourgish
In lesson 07 of One Minute Luxembourgish you will learn to say that it's nice to meet someone in Luxembourgish. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Languages at our website - http://www.oneminutelanguages.com. One Minute Luxembourgish is brought to you by the Radio Lingua Network and is ©Copyright 2008.
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