1.5.1 The co-production of meaning The third sense in which discourse is a social action refers to the origins of meanings. Meaning emerges from complex social and historical processes. It is conventional and normative. We have some idea what it signifies to say Prince Charles is a proud man because we are members of a speaking community and culture which has agreed associations for ‘proud man’. We draw on those to make sense. Meaning is also relational. Proud signifies as it does because of the existence of other t
9 Conclusion In this unit we have explored the mutual constitution of personal lives and social policy through an analysis of the implications of different aspects of citizenship on the lives of refugees and asylum seekers. We have seen that legislation, social policy and practice concerned with asylum have profound effects on personal lives. Crucially, we saw that the very words used to describe people, their access to welfare, rights to work, legal status and the procedures for becoming a British citize
4.1.3 No dynamic web pages Another example of a problem with web servers which arises from their original functionality is the fact that web pages were designed to be static: they were files which were stored on a computer and delivered in their stored form to anyone using a browser to access them. Many e-commerce and e-business applications require something much more dynamic, for example there are a number of financial service sites on the web which provide customers with up-to-date stock and share prices. These pric
6.2.2 Database servers To be able to search a website like Lakeland's requires not only a web server but a database server. Like a web server, a database server is a computer that responds to requests from other computers. Its task is to find and extract data from a database. The web and database servers form part of a distributed system. This means that separate computers exchange data and information across a network (in this case the internet) to produce results for a user. For
6.1.1 The user interface An interface to a washing machine does not need to be like the interface to a personal computer (a user interface is a display/control panel that enables the user to control a machine or interact with a program). It is specific to the task of washing laundry, which involves two things: displaying the choices that relate to washing laundry (such as type of laundry to be washed, water temperature, and spin speed); displaying some indica
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):
4.1 Preparing In the preparation phase you should pause before starting a new section of work and think about it as a whole. What needs to be covered? What are the various components of this block of work? What are the learning objectives or outcomes? What will you need to know and be able to do at the end of it? What is required in the assignment? There are two main activities during this phase, both directly related to your course work and assignment:
Acknowledgements 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 Licence courtesy of For Inspiration Only at Flickr 1. Join the 200,000 students
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10.1 Further reading There are many relevant books available from libraries and bookshops. Here are some suggestions to start you off. de Bono's Thinking Course by Edward de Bono, published by BBC Books, 1999 An interesting general consideration of thinking skills with tools and techniques for developing thinking in a general way. Use Your Head by Tony Buzan, published by BBC Books, 1995 Lots of useful information on how to mak
1.1.4 Simple arithmetic operations To perform a simple arithmetic calculation: Enter the first number in the calculation (for example ‘123’) using one of the following methods:  Using your computer keyboard's numeric keypad, which (if you have one) is on the right of your computer keyboard. Check to see whether the Num Lock indicator light is on and if it is not press the NUM LOCK key. Using your computer keyboard'
5.1.11 Religious Studies
Hinnells, J. R. (ed.) (1995) A New Dictionary of Religions, Oxford, Blackwell.
3.1 Introduction The binding of features emerges as being a very significant process when displays are brief, because there is so little time in which to unite them. With normal viewing, such as when you examine the letters and words on this page, it is not obvious to introspection that binding is taking place. However, if, as explained above, it is a necessary precursor to conscious awareness, the process must also occur when we examine long-lived visual displays. Researchers have attempted to demonstrate th
2.6 Summary of Section 2 The results of the visual attention experiments we have considered can be interpreted as follows. Attention can be directed selectively towards different areas of the visual field, without the need to re-focus. The inability to report much detail from brief, masked visual displays appears to be linked to the need to assemble the various information components. The visual information is captured in parallel, but assemb
6 Correlation This activity demonstrates how a simple correlation analysis can be carried out. Correlations tell us about the relationship between pairs of variables. For example:< 3.2 Adviser time The governing body is allowed up to eight hours of external adviser time. These are split roughly: three hours for preparation before the meeting; one hour for writing/checking the review statement; four hours in school. The time allows for both the headteacher and the appointed governors to meet the adviser separately to discuss issues and, in the case of the governors, to seek advice. To do this, th Learning outcomes After studying this unit you will: be able to state your own motivation for producing self-study Open Educational Resources (OERs); have investigated and analysed some of the research into online learning; have evaluated some examples of educational resources for active open learning; be able to plan a structured learning experience using a range of resources; be able to construct an OpenLearn-style unit by remixing res Acknowledgements 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 Licence Sue Platt has been a school governor for 21 years, at both primary and sec 4 Evaluating success Understanding the reasons for a school's success may require special expertise, but the fact of that success should be clear….. Martin & Holt, 2002. Take another look at the cycle for improvement (below). Introduction Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordina Acknowledgements The following extracts are from the Study Guide which forms part of an Open University, UK, MA in Education course E841 Teaching English to Speakers of Other Languages Worldwide and part of LING 936, 937, 938, units of programs in Applied Linguistics of Macquarie University, Sydney, Australia.
These materials were produced and developed jointly by The Open University and Macquarie University. First published 2000, Reprinted 2001.
Copyright © The Open University and Macquarie
Activity 5
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