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3 Key skills assessment units

This section gives advice and guidance to help you compile and present a portfolio of selected work. You are strongly advised to read through this section so that you have an idea of what is expected.

The key skills assessment units provide an opportunity for you to integrate your development of key skills with your work or study. You may choose to concentrate on skills that you need to develop and improve for your job, for a new course, or personally to help you keep abreast of new dev
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Acknowledgements

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

1. Join the 200,000 students currently studying with The Open University.


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Learning direct

This is a telephone line that was set up in the middle of 1998, to help adults to find out about local provision. The number is 0800 100 900. Lines are open 08.00. to 22.00 everyday. Calls are free and you can ring as many times as you like. There is also a comprehensive website at www.learndirect.co.uk.


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4.9 When there's too much to do

This can be a real problem in large conferences. If, for whatever reason, you join a conference later than the other participants, or are unable to be involved for a while, the prospect of joining in can be a bit daunting. There will be lots of messages you haven't read and you may feel that everyone else knows each other.

The main thing to remember is that everyone will be pleased to ‘see’ you when you do join in, and will be helpful and supportive. Here are some strategies you can
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4.6 Not knowing what to say

It's perfectly possible to learn from what other people say without contributing anything yourself. After all, at a face-to-face tutorial some people won't say anything, perhaps because they feel shy. Working online means you can't see other people smiling in encouragement, so it can be hard to take the plunge and join in.

One good thing about online discussions is that they generally happen over a longer period. This gives you plenty of time to think about what you want to say, and eve
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5.1.2 Classical Studies

Hornblower, S. and Spawforth, A. (eds) (1997, 3rd edn) The Oxford Classical Dictionary, Oxford, Oxford University Press.

Howatson, M.C. and Chilvers, I. (eds) (1993) The Concise Oxford Companion to Classical Literature, Oxford, Oxford University Press.


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3.2 Answering the question

An essay can be good in almost every other way and yet be judged poor because it ignores the question in the title. Strictly speaking, I should say ‘it ignores the issues presented in the title’ because not every essay title actually contains a question. But, in fact, there is usually a central question underlying an essay title, even when it takes the form of a quotation from a text followed by the instruction ‘Discuss’. And you need to work out what that underlying question is, beca
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2.6.3 Re-working Hansa's essay

Now we have looked at Philip's and Hansa's essays in such detail, what have we learned? Perhaps the best way to answer that is to write another version of the essay, building on all the things we have discussed. In fact, I have taken the basic content of Hansa's essay, tidied it up and shuffled it about a little to bring out her argument more strongly. (However this is not the only possible way of structuring an argument in answer to this question.) I have also woven in some of Ellis's terms,
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2.2 Looking at other people's essays

One of the best ways of developing your essay-writing ability is to see how other students respond to the same essay title as you. It is not that you want to copy someone else's style. It's just that you need to broaden your understanding of what is possible when you are answering an essay question.

'Self-help’

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References

Ashworth, P. (2003) ‘An approach to phenomenological psychology: the contingencies of the lifeworld’, Journal of Phenomenological Psychology, vol. 34, no. 2, pp. 145–56.
Bordo, S. (1993) Unbearable Weight: Feminism, Western Culture and the Body, Berkeley, CA, University of California Press.
Burkitt, I. (1999) Bodies of Thought: Embodiment, Identity and
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3.3 A body–world interconnection

Our consciousness of our bodies remains fundamentally tied up with our everyday embodied activities and relationships. The body thus represents both our particular view of the world as well as our Being-in-the-world (Heidegger, 1962 [1927]). Martin Heidegger (2001) draws a distinction between corporeal things and the body, questioning whether the sense of embodied selfhood that we all possess needs to coincide with the limits of a corporeal body. The corporeal thing stops
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1 Embodiment

Behind your thoughts and feelings, my brother, stands a mighty commander, an unknown sage – he is called Self. He lives in your body, he is your body.

(Nietzsche, 1961 [1883], p. 62)

At first glance you might be curious about why we're including a unit on bodies, or rather embodiment – the process or state of living in a body – in relation to social psychology. The body has gen
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3.5 Summary of Section 3

When consciously perceiving complex material, such as when looking for a particular letter of a particular colour:

  • Perception requires attention.

  • The attention has to be focused upon one item at a time, thus …

  • processing is serial.

  • Some parallel processing may take place, but…

  • it is detected indirectly, such as by the influence of one word upon another.


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2.4 Rapid serial visual presentation

It has been known for a long time that backward masking can act in one of two ways: integration and interruption (Turvey, 1973). When the SOA between target and mask is very short, integration occurs; that is, the two items are perceived as one, with the result that the target is difficult to report, just as when one word is written over another. Of more interest is masking by interruption, which is the type we have been considering in the previous section. It occurs at longer S
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2.2 Researching ourselves

Psychology aims to provide understandings of us, as humans. At a personal level this closeness to our private concerns draws us in and excites us. However, since psychologists are humans, and hence are researching issues just as relevant to themselves as to their research participants, they can be attracted towards researching certain topics and maybe away from others. This is perhaps more evident for psychological research that is most clearly of social relevance. At a societal level all kin
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2 How active should young people be?

Physical activity in childhood has a range of benefits, including healthy growth and development, maintenance of a healthy weight, mental well-being and learning social skills. It is particularly important for bone health, increasing bone mineral density and preventing osteoporosis in later life. Although there is only indirect evidence (compared with adults) linking physical inactivity in children with childhood health outc
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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence (not subject to Creative Commons licence ).

Grateful acknowledgement is made the following sources for permission:

Marion Coomey and John Stephenson: ‘Online learning: it is all about dialogue, involvement, suppo
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3 Learning styles and museums

It is generally accepted that children and adults learn most effectively in a variety of ways, that we have as human beings a range of differentiated learning styles.

If we had access to resources like this, we could make learning real … Having the freedom to walk a bit more, have a bit more space, spread out into this environment is so conducive to learning. It's very special.

Inspiring Learning for All (2
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2 What's out there for our school?

There are close to three thousand museums, galleries and heritage sites in the UK and there are approximately 100 million visits made to them every year. Internationally important collections of ancient relics and artistic masterpieces jostle for our attention alongside personal collections of precious oddities.

We have a dynamic national network of hi-tech, interactive science centres, encouraging creative thinking and practical experimentation. The centres look back at the history of
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1 A revolution in schools

The school we are in today will not be the school we are in tomorrow. This is especially apparent when the government's Extended Schools and Every Child Matters agendas for English schools are added to the mix, together with remodelling and the changes to the 14 – 19 phase. For details of the bursar's key role in this process visit Bursar's role in remodelling [accessed 26 January 2007].

Admittedly, there is no ‘one size fits all’ business manager (or bursar) role. The position a
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