1.7: Some mathematical themes
This unit looks at a wide variety of ways of comparing prices and the construction of a price index. You will also look at the Retail Price Index (RPI) and the Consumer Price Index (CPI), indices used by the UK Government to calculate the percentage by which prices in general have risen over any given period. You wil also look at the important statistical and mathematical ideas that contribute to the construction of a price index.
Author(s): The Open University

The task here is very different from our task when faced with numbers, where we need to deal with a high level of abstraction. Writing is often dense and multi-layered, and usually gives us, if anything, too much surface information about our subject. We need to make a mental effort this time in selecting and abstracting information ourselves. In order to do this effectively we need to be aware of the context of the writing. We need to check if we can, for instance, the political and s
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Whatever the specific objective of reading, as a student you will always need to read in an active way. Active reading involves reading with a purpose; that is reading in order to grasp definitions and meanings, understand debates, and identify and interpret evidence. It requires you to engage in reading and thinking at one and the same time in order to:

• identify key ideas

• extract the information you want from the text
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3.2 Keeping a record: a learning file
This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas I
Author(s): The Open University

Acknowledgements
In our everyday lives we use we use language to develop ideas and to communicate them to other people. In this unit we examine ways in which language is adapted to express mathematical ideas.
Author(s): The Open University

Introduction
In our everyday lives we use we use language to develop ideas and to communicate them to other people. In this unit we examine ways in which language is adapted to express mathematical ideas.
Author(s): The Open University

After trying Activity 3 you may want to explore some of the other resources given or even develop your own, in which case the Global Dimension section of the ASE site or the New Scientist online may be helpful starting points.

One way of bringing global science into the classroom is by using ‘off-the-shelfâ€™ activities that:

• exemplify curriculum content â€“ for example, iron was extracted from its ore in a precursor of the blast
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Composing for an entire film is an intense and intensive experience, which must usually be completed in a very short time. Composers are always the last people to work on a film, and cannot begin writing the score until the final edit of the film is ready, often only a few weeks before the film is to be released.

Composers work in many different ways: David Arnold (the current James Bond composer) uses an electronic keyboard and computers to record and manipulate his ideas, which are or
Author(s): No creator set

Once you have completed this unit you will be able to:

• clarify your own ideas on literacy criticism;

• explore with your pupils what makes a good book;

• produce a range of writing frames to encourage pupils to write book reviews;

• encourage your pupils to follow some of the award schemes for children's books and perhaps start one of your own.

Climate change
Climate change is a key issue on todayâ€™s social and political agenda. This unit explores the basic science that underpins climate change and global warming.
Author(s): The Open University

6. Conclusion
Dance communicates ideas through movement and is an expressive art form. Students need to learn how to use their body in a safe and healthy way, whilst developing a wide-ranging movement vocabulary. The use of different dance techniques can be an effective way of building vocabulary and developing different kinds of skills and abilities. Technical dance skills can form the foundation on which to develop and enhance each individual's performance. As dance teachers, we may have a range of skills,
Author(s): The Open University

Managing Complexity: A Systems Approach
Do you need to change the way you think when faced with a complex situation? This unit examines how systemic thinking and practice enables you to cope with the connections between things, events and ideas. By taking a broader perspective complexity becomes manageable and it is easier to accept that gaps in knowledge can be acceptable.
Author(s): The Open University

Care relationships
To set up a care relationship that works well is a delicate matter, whether you are at the giving or the receiving end. In this unit we explore the very varied meanings of care relationships and how these meanings arise. Millions of care relationships are going on as you read this, and each carries its own particular meanings for those involved. But where have all those people picked up their ideas of how to relate to each other? How does any of us know where to begin?
Author(s): The Open University

The notions of a final vocabulary and that of ideology are closely related. Anthony Giddens defined ideology as ‘shared ideas or beliefs which serve to justify the interests of dominant groupsâ€™ (Giddens, 2006, p. 1020). There are all sorts of problems with this definition. One difficulty, for example, is that ideas and beliefs, if they have any kind of existence, are hidden away and have to be inferred by what people do and say. Another difficulty surrounds exactly how these things c
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Acknowledgements
To set up a care relationship that works well is a delicate matter, whether you are at the giving or the receiving end. In this unit we explore the very varied meanings of care relationships and how these meanings arise. Millions of care relationships are going on as you read this, and each carries its own particular meanings for those involved. But where have all those people picked up their ideas of how to relate to each other? How does any of us know where to begin?
Author(s): The Open University

References
To set up a care relationship that works well is a delicate matter, whether you are at the giving or the receiving end. In this unit we explore the very varied meanings of care relationships and how these meanings arise. Millions of care relationships are going on as you read this, and each carries its own particular meanings for those involved. But where have all those people picked up their ideas of how to relate to each other? How does any of us know where to begin?
Author(s): The Open University

4.2 People knowledge
This unit considers two ideas: that health is an ever-present factor in our lives, and that health is something difficult to define. But how can we say that health is everywhere if it is so mysterious? How do we recognise health if it so difficult to define? There are no easy answers to these questions! In this unit we explore this paradox, not just because it is a fascinating dilemma but because understanding health in all its multifaceted complexity is a prerequisite to working for health in i
Author(s): The Open University

3.2 Health and the middle class
This unit considers two ideas: that health is an ever-present factor in our lives, and that health is something difficult to define. But how can we say that health is everywhere if it is so mysterious? How do we recognise health if it so difficult to define? There are no easy answers to these questions! In this unit we explore this paradox, not just because it is a fascinating dilemma but because understanding health in all its multifaceted complexity is a prerequisite to working for health in i
Author(s): The Open University

1.2 Learning beyond course study
How do we learn? Understanding â€˜howâ€™ is the key to learning more effectively. This unit looks at the three main categories of theories: the acquisitive, constructivist and experiential models of learning. There is no right way to learn but developing an active approach will ensure that you are open to new ideas.
Author(s): The Open University

This unit will help you understand the general issues of children's rights as well as exploring childhood and children's needs. It is also possible to link these ideas to the wider issue of the social construction of difference and power. The materials are primarily an audio file, originally 28 minutes in length and recorded in 1998.

This material is from our archive and is an adapted extract from Social policy: welfare, power and diversity (D218) which is no longer taught by The
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