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Tasting menu: Audio highlights from the February 24th 2018 edition

Russian meddling is exposing weaknesses in Western democracy – the West needs to do something about it. Also: the new gold rush to the stars, and why South Korea’s fortune-telling industry foresees a rosy future. Anne McElvoy hosts


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Money talks: Turbulence ahead
Airlines have gone on an unprecedented shopping spree - but is their luck running out? We examine how Mexico might respond to Donald Trump's threats on trade. And can the way people buy pet insurance help the US sort out mushrooming costs in human health care?
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Learning and practice: Agency and identities
This free course, Learning and practice: Agency and identities, introduces you to a sociocultural approach to understanding and analysing learning in educational institutions, the home and the workplace. First published on Thu, 14 Apr 2016 as Author(s): Creator not set

4.3.2 Read through to check your answers

When the end of the exam finally approaches, use the last few minutes to check you have numbered all the questions, crossed out rough work that you do not want the examiner to mark, and filled in all the details required on the front sheet.

If you have time before these last few minutes, you may like to reread the answers, tidying up some words, making the meaning a little clearer or rewriting the occasional word that is very hard to read. If you decide to add brief comments, use a numb
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3.12.4 Modern Languages

In modern languages courses, as you would expect, the emphasis includes listening and speaking skills as well as reading and writing skills. To learn to be creative and spontaneous in the language you are studying, you need to practise listening and speaking throughout the course and in revision. Working through t
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3.8.2 Analysing and answering essay-based exam questions

For the following activity, you can use questions from a specimen paper, past papers or even questions you have devised for yourself.

Activity 9

Exam questions for essay-based courses often contain 'process words'. These require you t
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6.2 Monitoring your performance

As you move into actually doing the assignment, the emphasis on consciously trying to monitor how you are performing continues to be important. This involves checking your work while you are working on the task rather than waiting until you have almost completed it before you look back at what you have done. You may wonder why we place so much emphasis on monitoring what you are doing. The reason is that if you check regularly what and how you are doing and are aware of your progress a
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2.2 Your motivation

Activity 2

Why did you decide to become a student and what do you hope to gain from your studies?

Think about this question for a few minutes and then note down your response.


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3.4.1 Academic skills

We hope that one result of studying this unit is that you will feel more confident about using your academic skills. In this unit, these skills include:

  • reading for meaning
  • note taking
  • selecting and using evidence
  • writing in an academic way that includes different points of view
  • reflecting on your learning.

However, referring to these skills as ‘academic’ creates the risk that they are only seen as useful fo
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3.1 Introduction

This section is the second step in using learning to help you achieve your own personal goals for change and development. This second step is really about developing additional ways to build on the evidence you gathered about yourself in Section 2. In particular it considers how other people can help you change. There are two main aspects to this. The first is about involving other people so that you can get feedback from them and increase the depth of your own self-understanding. The second
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2.4.5 Reflecting on communication skills

Communication can be approached in terms of the skills needed to get a hoped-for response. By seeing communication in terms of skills, it is easier to focus on what skills you already have and use. Once you have a reasonably clear picture about this, it is much easier to see where you might want to act to increase your communication strengths and decrease any weaknesses.

It can be useful to try assessing what you see as someone else’s communication skills before you think about your o
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2.4.2 Knowledge

Learning is often associated with ‘knowing facts’. You may associate this sort of learning with what you did at school where you might have thought that you had to learn lots of facts associated with a subject in order to pass an examination. Evidence of learning is sometimes linked to building up an increasingly impressive store of such facts. TV quiz programmes tend to make us think that learning is about knowing more facts than other people.

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2.2 Everyday learning – what’s going on?

This section will start with two examples of the sort of learning that occurs on an everyday basis. The aim here is to start you thinking about the ways in which learning goes on all the time. To illustrate this, read Jim’s story. As you read, you might like to begin to think about whether any aspects of Jim’s story might also be a part of your ‘story’. (In this context, we are using the word ‘story’ to mean what has happened in your life so far. We are not using it to mean someth
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1.6 Conclusion

At the start of this section, there was a list of what we hoped you would get from your study of this section. To save you looking back, the aims of the section were to:

  • provide you with a clear idea of what the unit is about and how it is structured
  • help you understand the importance of the word ‘skills’
  • start you thinking about your own learning.

It would be useful to think back over this list before moving on to section
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1.3 Learning through activities

The unit has been designed to actively involve you in your own learning. One of the most important aspects of this are the activities that you are asked to do.

For each activity, there is a suggested time, for example, ‘Allow about 10 minutes for this activity’. These estimates are intended to give you a sense of the amount of effort required. However, you may find that you spend longer on each activity. That is fine, so long as you feel you are learning. If you come across ideas th
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Learning outcomes

The aims of section 1 are to:

  • provide you with a clear idea of what the unit is about and how it is structured

  • help you understand the importance of the word ‘skills’

  • start you thinking about your own learning.

By the time you have reached the end of section 2 you should be able to:

  • understand that valuable and important learning goes on all the time

  • appreciate that learning can involve thinking, doin
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1.2.2 Learning new tasks

We are about to turn our attention to the approach we take when learning about computers.

Over the coming days think about how you learn to do new tasks, and in particular computing tasks. Think about the barriers you have to learning a new task. Do you fear failure? Breaking the computer? Feeling exposed?


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9 Letting go

This is the point where you have to make the decision that the assignment is complete and ready to be sent off. It is not always an easy decision to make. Perhaps you feel that there is always room for further improvement or there is something more that you could have done.

At a certain stage, the potential gain from further refinement is not sufficient to warrant delaying submission or to risk impeding progress with your course. Remember, you should be aiming for what is ‘good enough
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7.4.5 The conclusion

Having come so far with your drafting, how will you bring it to a close?

The conclusion should summarise the content of the main body of your assignment clearly and concisely. A final reference to the assignment title is often useful, emphasising to your tutor that you have indeed answered the question. Your concluding paragraph should not include anything new, though it may suggest what needs to be considered in the future. It should emphasise the key elements of your argument.

W
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7.3 Drafting essays

As you may remember from Activity 4, the main elements of an essay are:

  • the introduction

  • the main body

  • the conclusion.


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