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Nursing Innovations in Springfield
College of Nursing students and alumni are thrilled with the state-of-the-art teaching and health assessment facilities at the UMass Center in Springfield. This is the latest chapter in our longstanding association with health care in Springfield.
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5 Developing ‘engaging’ lessons

Think of your students as fish, swimming around in the waters of the school. An engaging lesson gives you the bait with which to catch your fish. And once they are hooked on your bait, then misbehaving will hopefully be the last thing on their minds!

Engaging your students is important for a number of reasons. An exciting lesson can be used:

  • as a reward for previous good behaviour;

  • as a carrot for behaving well in the future;


    Author(s): The Open University

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Episode 14 – Exposure to the Elements

Have you seen Wolfram|Alpha? It’s not an internet search engine, even though it seems like one, but rather a computational knowledge engine. You ask it a question, and it actually computes the answer. Seems the perfect way to double-check if the meaning of life is really 42, like Douglas Adams wrote in A Hitchhikers’ Guide to the Galaxy.

However, it occurred to me that the answer should actually be 94 not 42. Here i
Author(s): accessallareas@museum.vic.gov.au (Museum Victoria)

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Rights not set

2.1.1 Try some yourself

Activity 6

The table below indicates the cooling rate of tea in a teapot.

Time/mins
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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.

Click here  to view Figure 1 (PDF, 1 page, 0.1MB).

Although the requirements of Parts A and B are
Author(s): The Open University

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Learning outcomes

After studying this course you be able to:

  • discuss the sequence of the events that are believed to have taken place in the history of the Universe, particularly the particle reactions that occurred in the first few minutes after the Big Bang, and the role of unified theories in explaining those events

  • manipulate large and small numbers in scientific notation, and calculate values for quantities when given appropriate numerical information.


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2.2 Sillón de lectura

Actividad 10

A

Este poema es una composición popular medieval
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1.2.3 Basic principles

Whatever resource you choose to use to find information on the internet, many of the same principles apply. Each source that you use will probably look quite different from the one you tried before, but you'll notice that there are always features that are similar – a box to type your search terms in, for instance, or a clickable help button. Different resources refer to the same functions using different terminology, but the principles behind them are exactly the same. The trick is to chec
Author(s): The Open University

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7.3 Monitoring progress

Present a reflective commentary that makes reference to your ongoing notes and records and includes:

  • What you did to manage your time as you worked on your course or work activities, and your own assessment of the effectiveness of your time management. For example, the use you made of your planning schedules, any changes you made to your deadlines, what you did about unexpected priorities and whether you feel your time management is effective.


    Author(s): The Open University

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Acknowledgements

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

Course image: INTVGene in Flickr made available under Creative Commons Attribution-ShareAlike 2.0 Licence.

All other materials included in this course ar
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Acknowledgements

Course image: Edwin van Buuringen in Flickr made available under Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence.

All materials included in this course are derived from content originated at the Open University.

Don't miss out:<
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7 Unofficial work cultures

The whole issue of bodily care and bodily functions tends to be driven underground and then emerges in jokes or crudeness. Picture this scene, a few months after Marie has started, when she has become more settled within the care team.

It was quite late on a Saturday night and a group of the younger staff
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2.1 A framework for learning

This section introduces the key skills approach to learning, outlining a three-stage framework to support the development of your skills, and relating this framework to learning tasks you are likely to come across.

All of us use key skills as part of our study and work. Working with others in teams, sharing ideas, solving problems, researching information and writing essays and reports are all activities using key skills. Developing our key skills is not about remembering facts – but
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Introduction

We know that the brain has a hugely important role to play in the students' learning that goes on in our classrooms. However, surprisingly, scientists still know relatively little about the workings of the brain, and most of what we do know has been discovered only in the last 15 years. Our challenge is to ensure that what we do know about the brain is translated into classroom practice and used to maximise student learning – this is the idea at the heart of Accelerated Learning. This unit
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School activities: Evolutionary tree of mammals
This introduction to the evolution of mammals considers Darwin's observations on mammals and how he noticed that species fell into natural groups. This free course, School activities: Evolutionary tree of mammals, looks at evidence from fossils and DNA to examine which mammals are most closely related to whales. First published on Fri, 25
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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

シェイプの基本操作
このビデオでは矩形・楕円ツールでの描画方法など、シェイプの基本操作についてご紹介します。
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7.1 Evidence required

This Part is about showing you can develop a strategy for using and improving your number skills, monitor your progress, and evaluate your overall performance and strategy. The evidence you present must show what you have done as you worked through the processes of planning strategically, monitoring, evaluating and presenting your work. Part A must relate directly to the work you have selected for Part B.

You must present evidence to show you can:

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Learning how to learn
Learning how to learn: a process we all engage in throughout our lives, but no single method of learning guarantees success. This free course, Learning how to learn, aims to make the process of learning much more explicit by inviting you to apply various ideas and activities to your own study as a way of increasing your awareness of your own learning. Most learning has to be an active process and this is particularly true of learning how to learn.Author(s): Creator not set

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History of Animation, Part 3
Part three of this series starts with the history of animation at Disney Studios. This is a student-created project that about the history of animation. Suitable for middle school and high school students.
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