Learning outcomes After studying this course, you should be able to: understand how the legal system in the UK works understand how laws are made in the UK understand some of the key players in UK law enforcement understand different ways of taking notes.
1.5.9 Plagiarism Referencing is not only useful as a way of sharing information, but also as a means of ensuring that due credit is given to other people's work. In the electronic information age, it is easy to copy and paste from journal articles and web pages into your own work. But if you do use someone else's work, you should acknowledge the source by giving a correct reference. Taking someone's work and not indicating where you took it from is termed plagiarism and is regarded as an infringement of
7.6.5 Identify ways of further developing your number skills Think about your overall number skills and suggest areas where you feel you need to improve, based on the experience you have gained. You might find it useful to discuss with a tutor, manager, another student or work colleague how you might do this. There may be changes you feel you need to make so that you can move forward, such as trying to extend the facilities and resources available to you, changing the way you study to make best use of the time you have, or focusing on improving your ow
Tuning forks DP130700 Whitechapel Bell Foundry, 32-34 Whitechapel Road, Tower Hamlets, London. Interior detail of tuning forks in the bell tuning room.
© Historic England
The Proud Crow
This animated tale shows the story of a proud crow who was not very kind and who finally needs to ask for help to save his life. He finally learns about his own limitations.
DIVA : Diversiteit In Actie Diversiteit In Actie, of kortweg DIVA, wil lerarenopleiders en leraren (in opleiding) op een interactieve manier professionaliseren en inspireren om actief aan de slag te gaan met diversiteit. Diva benadert omgaan met diversiteit zowel vanuit een …
Karinov at Jobx.Millenium.EDU
Karinov at Jobx.Millenium.EDU.
Who will be the next US President? [Audio]
Speaker(s): Professor Lawrence Jacobs | The most polarizing and anti-establishment candidates in modern US politics are dominating the battles for nomination as the Democratic and Republican presidential candidates in 2016. The long slog to choose each party’s nominees starts with Iowa and New Hampshire in early February, picks up speed with the numerous primaries on March 1 and continues with nearly weekly contests through the first week in June. Who will win the Democratic and Republican no
2.4.1 Phosphorus (P) Like calcium, phosphorus is important in the structure of bones and teeth. It is vital in the body as part of the molecules ATP and DNA, and is also a component of phospholipids, lipoproteins and many other proteins too. Phosphorus can occur, combined with oxygen, in phosphate ions and in this form it plays an important role in switching on and off metabolic pathways in cells. Phosphorus is widely available in the diet, from both plant and animal sources, such as meat, fish, eggs and dairy pr
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
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
6.2.1 Studio conventions in street photography Look at Images 81 and 82. Given your knowledge of conventional studio portraiture, can you see any similarities between studio and street practice? 4.3 Summary In this section we have tried to sketch some of the main lines of division in social constructions of social issues. The distinction between the natural and the social in constructing the causes that underlie social issues is a profound and recurrent one. A ‘social’ orientation involves the construction of social causes and conditions as the explanations for social issues. However, it is also important to bear in mind that such an orientation will itself be complicated by differences of p Virtual Maths - Shapes, Space and Measure, Theodolite Survey simulation British prime ministers 1783 - 1852 5.2.2 Opening up ideas: analysing the question What do you need to know about your assignment? Most importantly, what it's about (i.e. the topic). Once you have worked this out, you are in a better position to gauge how much you already know and how much you will need to find out. Checklist - Work Placement References 2.1 How fertilization happens Now that we have dealt with the basic biology, we can resume and give more detail to our story, and return to where we left it: fully mature, strongly swimming sperm have been deposited in the vagina, and will begin their race to the newly ovulated egg. 6.1 Defining amplitude Another important property of a sine wave we need to be able to specify is its amplitude. In essence, the amplitude of a sine wave is its size. Unfortunately there are various ways of defining what is meant by the size of a sine wave, and you are likely to come across many of them in material you look at outside this unit. Before I explain what our definition is, it will help matters if we look at what is meant by the average value of a sine wave. Figure 16 shows a sinusoidally a
Activity 23
Simulation of using a thodolite to calculate the height of a building.
To access this learning object you should copy and paste this link into a browser: http://www.nottingham.ac.uk/~cczjrt/pm/
The 'view resource' link on the right handside of this page is not currently working.
This learning object on British Prime Ministers, 1783-1852, is designed to support the programme of lectures and seminars on the module The Many Faces of Reform: British politics, 1790-1850.
It will help familiarise you with the leading political figures and parliamentary groupings of t
Activity 9
This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University.
SAQ 24
