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5.3 How devolution in Scotland differs from devolution in Wales

Devolution for Wales, rejected by the Welsh in a 1979 referendum, was also part of the constitutional reform package of the Labour government. However, in September 1997, the Welsh voted for the establishment of a National Assembly for Wales. The referendum result in favour was far narrower than in Scotland. On a 50.3 per cent turn-out in Wales, only 50.6 per cent voted in favour, indicating a far less entrenched sense of political identity and difference from the rest of the UK on the part o
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References

Aldgate, J. and Bradley, M. (1999) Supporting Families through Short Term Fostering, London, The Stationery Office.
Audit Commission/NHS (2000–1) ‘Joint Reviews of Social Services’, www.audit-commission.gov.uk [accessed February 2009]
Bowes, A. M. and Dar, N. S. (2000) ‘Researching social care for minority ethnic older people: implications of some Scottish resea
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3.3 Health and ethnicity

Clearly ethnicity, religion and culture have a great deal of influence on the way people view health. It was noted in the introduction to Section 2 that most of the early work was on health beliefs and that it was anthropological, focusing on ‘other’ cultures. Britain is a multicultural, multiracial society
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Learning to teach: making sense of learning to teach
This free course, Making sense of learning to teach, is the first of four courses which comprise the course Learning to teach. It draws on what we know about how people learn to become teachers. It explores the different approaches to teacher education and the different routes into teaching. It will help you to understand the philosophical and practical differences between the different approaches. It draws on research about students' experiences of learning to teach and considers the implicatio
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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

1.2 1.2 What does this unit cover?

This unit offers some responses to these questions by outlining the variety of regions and regionalisms, their growth and its causes, their development in the EU context, and different future scenarios. Section 2 attempts to define ‘region’ and ‘regionalism’ in the face of their extreme cultural, economic and political diversity. Region
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Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 LicenceCopyright © 2

2.3 Computer systems

So far, I have introduced the major components of a computer, namely a processor along with input and output devices, plus main and secondary memory. I now want to explore three of these components a little further, starting with input devices.

Input devices have to collect some information from outside the computer and present it to the computer as data which is in a form the processor can work with. (Strictly speaking, ‘data’ is the plural of the Latin word ‘datum’. But in the
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1.1 A note about terminology

We begin with a ‘health warning’ about terminology, this time about the use of the word ‘risk’ in finance.

The difference between the everyday and the specialised meanings of ‘risk’ is less technical and more radical than in the case of ‘return’. In everyday usage, ‘risk’ is negative – the risk of having a car accident or the risk of losing one's job. If we use ‘risk’ in a positive sense at all, it is only as a result of adopting a consciously ironic tone: ‘T
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5.5 How society constructs scientific thinking

To understand science, it is important that we appreciate the contexts in which discoveries are made or suppressed. We can see from the account on the previous page that human understanding of the universe has changed significantly over time. The social and political climate in which scientists work has always had a profound influence on what can and cannot be said, done, published or even postulated as worthy of further investigation. (You could undertake a similar study of the debates on hu
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Sheltering the Homeless
Nicholas Bright
A project proposal for more affordable homes for people who are homeless.
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How Many People Can Earth Support in Comfort? [Audio]
Speaker(s): Professor Partha Dasgupta | Contemporary economics is mostly unconcerned with distortions to individual incentives that lead to population and consumption overshoots. Currently the overshoot would appear to be in consumption in the rich world and fertility in the poor world. In this lecture Professor Dasgupta will trace those distortions to an absence of adequate property rights to the biosphere and to the fact that human preferences are socially embedded. Those distortions also enco
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2.3.4 Symbolic data

The fourth kind of data is essentially symbolic – symbolic creations of minds, such as the texts people have written, their art, what they have said (recorded and transcribed), the exact ways they use language and the meanings they have communicated. These symbolic data are the products of minds, but once created they can exist and be studied and analysed quite separately from the particular minds that created them. These kinds of data are used to provide evidence of meanings, and th
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1.3 Professional and personal skills

Jean Ionta works as a pupil support assistant at St Patrick’s Primary School in Glasgow. ‘Pupil support assistant’ has been the preferred name for teaching assistants in Scotland. They often provide both specialist learning support and more general support to teachers. When filming the videos for this course at the school we focused on Jean as she went about her work with children and staff. We put these aspects of her work together to give a sense of her day and the professional and pe
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Werken : Lesvoorbereiding
glazenwassers.jpg

Lesvoorbereiding rond het thema werken met oefeningen in hoekenwerk.

 


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Relative_Orientation_Adjustment
Relative_Orientation_Adjustment - UNSPECIFIED Keywords:UNSPECIFIED
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2.4 Thinking through the challenges

In addressing the challenges of the social sciences, we have emphasised the ways in which social researchers are themselves located within a particular social and cultural context and that it is worthwhile to consider the implications of this for social science. This leads us to consider if, and how, our own position in society has an impact upon the way that we produce social scientific knowledge. In short, we should consider how much we draw upon our own values, assumptions and identities w
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6.2 The supremacy of EU law

Whenever there is a conflict between the provisions of EU law and the provisions of the domestic (national) law of a member state, then EU law will prevail. This is a principle which was developed by the ECJ as the relationship between domestic and EU law is not clarified by treaty provisions. This is an important principle, as it ensures the proper functioning of the EU. If an EU member state had the power to annul EU law by adopting new domestic (national) law which was in conflict with the
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3.9 Key points

Diagrams can be helpful in:

  • understanding a situation;

  • analysing a situation;

  • communicating with others about that analysis;

  • planning to deal with a situation, both logically and creatively; and

  • implementing, monitoring and evaluating those plans.

They are therefore used at different times and in different ways within the same investigation and many investigative meth
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Acknowledgements

Don't miss out:

1. Join over 200,000 students, currently studying with The Open University [http://www.open.ac.uk/ choose/ ou/ open-content]

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Festival of Britain AA51_06175

*

Festival of Britain, South Bank, Lambeth, London. A woman seated on a deck chair in front of the Homes and Gardens pavilion at the South Bank Exhibition during the Festival of Britain. Photographed in 1951 by M W Parry.
© Copyrighted


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References

Barnes, P. (1985) E206 Personality, Development and Learning, Course 1, Raising Questions, Milton Keynes, The Open University.
Bradley, B.S. (1989) Visions of Infancy, Cambridge, Polity.
British Psychological Society (2000) Code of Conduct, Ethical Principles and Guidelines, Leicester, British Psychological Society.
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