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 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 9843 result(s) returned

4 Audio activity

Now listen to the audio clips. As you listen, make notes in your Learning Journal on:

  • what you think are the benefits and disadvantages of LETS schemes for their members;

  • to what extent these schemes fit with a community development approach;

  • what might be some longer-term outcomes for the schemes and their members.


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Keep on learning

Study another free course

There are more than 800 courses on OpenLearn for you to
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Conclusion

This free course, The body: a phenomenological psychological perspective, provided an introduction to studying sociology. 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.

This OpenLearn course provides a sample of level 3 study in Psychology: Author(s): The Open University

Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.

This extract is taken from D218: Social policy: welfare, power and diversity, produced by the BBC on behalf of the Open University.

© 2007 The Open University.


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1.1 Types of model

When the word model is used, you are most likely to bring to mind physical models such as those that are constructed to depict new buildings, cars or other artefacts. Such models are a precursor to actually building the artefact ‘for real’. However, our use of the word goes beyond physical models. For example, when a new house is built there will be a variety of plans produced to show different aspects of the house: its floor plan, a diagram of its location, a drawing of the front elevati
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1.1.1 Desirable properties of a database

As you will see, there are many possible choices that can be made during the design and many rules to guide this work. When trying to decide if some choices are better than others, you need to consider the key desirable properties of a database. The table here outlines some of them:

Completeness Ensures that users can access the data the
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School business manager: Developing the role
There is an ongoing revolution in the running of state schools and this is making the position of the school business manager both significant and necessary. Government thinking, together with profound changes in society generally, will affect every institution both in terms of pedagogy and the physical environment, particularly technology and levels of security employed. This free course, School business manager: Developing the role, will look at how you, an existing or aspiring business manage
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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

10.1 Further reading

OU books

  • The Good Study Guide, by Andrew Northedge, published by The Open University, 2005, ISBN 0 7492 59744
  • The Sciences Good Study Guide, by Andrew Northedge, Jeff Thomas, Andrew Lane, Alice Peasgood, published by The Open University, 1997, ISBN 0 7492 341 1 3
  • The Arts Good Study Guide, by Ellie Chambers and Andrew Northedge, published by The Open University, 1997, ISBN 0 7492 8745 4

Other book
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7.4 Evaluating your strategy and assessing your work

Include a reflective summary that gives details of:

  • a judgement of your own progress and performance in the information literacy skills you set out to improve, including an assessment of where you feel you have made the greatest progress; discuss how you used criteria and feedback comments to help you assess your progress;

  • those factors that had the greatest effect on your achieving what you set out to do; include those that worked well
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5 Effective use of information technology

The purpose of this course is for you to create a portfolio of your work to represent you as an effective user of information technology (IT) within your study or work activities. This will involve using criteria to help you select examples of your work that clearly show you can use and improve your IT skills. However, by far the most important aim is that you can use this assessment process to support your learning and improve your performance overall.

Using information technology skil
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7.1 Introduction

If you want to improve your computing skills or knowledge, there are plenty of resources available to help you. This section aims to get your search started by providing you with some useful websites.


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3.4 Managing your time online

One of the greatest challenges of using your computer for study is fitting in your online activities around the rest of your life. Online time isn't timetabled or contained in the way classroom learning is. So it can sometimes be difficult to avoid being interrupted by what is happening around you.

Below are some suggestions for managing your time online. There is more detailed information about online conferencing in the next section.

  • Log on to
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3.2 Email

Email involves sending an electronic message from your private mailbox to one or more named individuals. You can do this from any computer, whether you're at home or elsewhere.

While it's quick and easy to send an email, don't expect an immediate reply. Although some people have constant access to their email, many others log in occasionally. Email is often a convenient way to contact your tutor, so be sure to add their address to your electronic address book!

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3.1.1 Option 1: Don't use the diagram at all

Activity 9

It is quite possible to write a good answer to the question without using the diagram. What do you think are the advantages and disadvantages of not using the diagram?

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1.2.1 Relationship diagrams

Relationship diagrams are largely non-pictorial and aim to represent the structural or organisational features of a situation through combinations of words, lines and arrows, and a wide selection of boxes, blobs and circles. Examples of this type of diagram include the first diagram, entitled ‘Some of the ways … spread’, in the Collee article (page 398). Some other examples are shown in Author(s): The Open University

Learning outcomes

After studying this course, you should be able to:

  • appreciate what pictures and diagrams can do

  • understand how pictures and diagrams can help when studying texts

  • demonstrate how pictures and diagrams can improve in assignments.


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Acknowledgements

The material below is part of an extract (chapter 4 pages pp. 101–142 and pp. 265–268) adapted for OpenLearn and contained in The Arts Good Study Guide, by Ellie Chambers and Andrew Northedge from The Open University. Copyright © The Open University, 2005. The Arts Study Guide forms part of the study material for The Open University course A103 An Introduction to the Humanities and has been designed to be used with other Open University courses.

Except for third party materi
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5.1.11 Religious Studies

Hinnells, J. R. (ed.) (1995) A New Dictionary of Religions, Oxford, Blackwell.


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5.1.9 Music

Blom, E., revised by Cumings, D. (eds) (1991) The New Everyman Dictionary of Music, London, Dent.

Isaacs, A., and Martin, E. (eds) (1982) Dictionary of Music, London, Sphere.


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5.1.8 Media Studies

Watson, J. and Hill, A. (eds) (1984) A Dictionary of Communication and Media Studies, London, Arnold.


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