Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 9634 result(s) returned

5.3 Team structure and responsibilities

Teams have great difficulty in working effectively if they are too large to work together conveniently. Six to eight people is often considered to be about right. Where the project needs more staff to deliver all of the outcomes, the structure could consist of a number of teams, each with a team leader. In some projects there may not be a team but, instead, a number of individuals or groups making a specialist contribution at an appropriate time and a method for co-ordinating these inputs bec
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3.3 Using a logic diagram to identify key stages

To use a bottom-up approach to planning, the activity schedule is best compiled by drawing on the collective experience and knowledge of the project team that is going to carry out the tasks. Grouping their ideas into related tasks will remove duplication and you can then start to identify activities which have to run in series and those that could run concurrently. Some tasks have to be sequential because they are dependent on one another: you can't put the roof on a house until you have wal
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Introduction

This course helps you to explore the extent to which death and dying in western societies are medical events and what aspects of death and dying might be neglected as a consequence. The course covers the way that such things as medicine provide the context of the experiences associated with the end of life.

This OpenLearn course provides a sample of level 2 study in Health & Social Care. If you found this interesting, take a look at the Open University module Death, Dying & Bereaveme
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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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6.2.3 Tastes and attitudes

In contrast to the neoclassical assumptions of given tastes and attitudes, the segmented labour market theory treats both of these as endogenous. In other words, the prejudices that some groups hold against others, the attitudes that some disadvantaged groups have about work and so on are not taken as given. There are reasons why these prejudices and attitudes develop as they do and understanding these is essential in order to understand how the labour market operates to the detriment of thes
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Introduction

Models are mechanisms for communication. This course looks at what a model is and what the process of modelling is about. The techniques discussed here are applicable to a wide range of systems and have one thing in common: they are all commonly used diagramming techniques. The five techniques are: data flow diagrams, use case modelling, activity diagrams, entity–relationship diagrams and state machines.

This OpenLearn course provides a sample of postgraduate study in Author(s): The Open University

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Systems diagramming
Pictures speak louder than words. But how can you use diagrams to help you? This free course, Systems diagramming, looks at how diagrams can be used to represent information and ideas about complex situations. You will learn how to read, draw and present diagrams to help illustrate how ideas or processes are connected. First published o
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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

Keep on learning

Study another free course

There are more than 800 courses on OpenLearn for you to
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4.2 Index

It is not practical for the search engine to go looking at every page on the Web whenever it receives a search request. Instead, the search engine consults a vast index to the Web. This index is prepared in advance and is stored as a database to make retrieval as efficient as possible. The index of a search site is just like the index of a book – it contains a list of words, each with a reference to the page on which that word was found. The reference to the original page is, of course, a U
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1.1 What this course is about

In this course you will be looking at information that can be found on the Web. You may already have explored the Web and discovered what an enormous amount of information it contains. Alternatively you may be a newcomer to the Web. Either way, this course will help you to develop your skills in accessing online information.

Here are some things that I regularly use the Web for:

  • Finding phone numbers

  • Getting train times and booking
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7.4 Using flowcharts to describe a task (contd)

Now consider what happens when you are weighing, for example, flour on a set of scales. You slowly add more flour to the scalepan until you reach the desired weight. As you do this the display constantly changes, showing the weight increasing as you add more flour. To do this, the scales’ computer must repeatedly examine the input and update the display each time it does so. The flowcharts in figures Author(s): The Open University

Conclusion

This free course provided an introduction to studying education. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.


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Word and image
Why does the way a page looks influence how we interpret the information it contains? This free course, Word and image, will examine how typography and images can be combined to improve literary creativity and allow a document to communicate more readily with the reader. First published on Wed, 18 Jan 2017 as Author(s): Creator not set

Accessibility of eLearning
It is part of a teaching professional's skills to understand the needs of a diverse population of students. This free course, Accessibility of eLearning, introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearn
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Translation as a career
This free course explores translation as a career. During the course you will meet professional translators discussing their work and reflect on what they say. You will assess your own language level and find out how translators maintain their language skills. You will also engage in a short translation activity. First published on Thu, 06 Jun 2019 as Author(s): Creator not set

5.2.3 A breathing exercise

  1. Breathe in slowly through your nose for a count of eight. As you breathe in, imagine you are filling your stomach / abdomen area first, and then your chest.

  2. Hold this breath in for as long as it is comfortable.

  3. Expel the air out through your nose for a count of eight, expelling the air from your abdomen upwards through your chest.

  4. Refrain from taking another breath until it becomes uncomfortable, and then r
    Author(s): The Open University

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4.2.4 Plan your time

When planning to use the time available, you should:

  • make sure that you are answering the right number of questions

  • divide your time according to the weighting of the questions

  • write down the finishing time for each question

  • try to allow for 10 minutes checking time at the end.

Stick to your plan. Evidence indicates that two half-answered questions obtain more marks than one completed
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4.2.2 Read the whole exam paper through carefully

Students often describe feeling that everyone else starts writing confidently, straight away. Make sure you allow yourself at least 5 minutes to read calmly through the paper. It is tempting to grab at familiar questions, possibly even misreading them and turning them into the questions you want to answer. If you carefully and steadily unpack the questions, you will inevitably make a better selection.


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4.1.1 Getting off to a good start

You may find it useful to plan the way you will start your exam. Having a routine can be calming when under pressure. This is from a student who recommends a checklist:

I have a mental checklist of what I need to do once I've turned over the paper. I do this because I used to rush in and answer the fir
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