4.10 Technologies and the tacit dimension continued A non-technical approach has been adopted within NASA. It was found that seasoned engineers, astronauts and other staff had memorable stories of lessons learned, but which were poorly known. In addition, even with their knowle Activity 8: Exploring cultural dimensions on Hofstede's website Allow 60 minutes for this activity. You have now explored how different people can have different perceptions and how national culture may be one reason why this is the case. You have spent some time too looking at one explanation of national culture and the differences between countries. Hofstede's ideas are quite complex and, for this reason, this activity is an opportunity for you to consolidate your understanding of Geert Hofstede's research. In this activity you will d 1.4.1 Discourse involves work If discourse is doing something rather than doing nothing, what kinds of things are being done? We can see that Diana's account in Extract 1, like all accounts, constructs a version of social reality. When we talk we have open to us multiple possibilities for characterizing ourselves and events. Indeed, there are many ways Diana could have answered Bashir's first question in the extract above. Any one description competes with a range of alternatives and indeed some of these alternativ 8.1.2Why do you think the Home Secretary did not draw on this research when interpreting the asylum Considering these findings alongside the statistical data and our personal stories, we can draw some conclusions about the production and reproduction of knowledge about refugees and asylum seekers through research: 4.1 Legacy technology The aim of Section 5 is to examine some of the issues and problems which affect the devekopment of Internet, e-commerce and e-business applications. The World Wide Web was developed as a way of dispensing documentation within the large research laboratory at CERN in Geneva. I am sure that the originator of the technology, Tim Berners-Lee, did not realise at that stage how it would expand and become a major component of our economic infrastructure. Because many of the developers o Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Course image: gothopotam in Flickr made available under Author(s): Chartered teachers in Scotland Introduction The underlying premise of this course is that we are all experts in different ways, and that our different experiences and understandings are of value. Inclusive education is presented and discussed as under construction, both in educational settings and as a concept. The materials to be found in this course are largely rooted in the social model of disability and human/disability rights frameworks. This OpenLearn course provides a sample of Level 2 study in Author(s): Introduction Some people think that the difference between speech and writing is that people use longer words in writing. In some writing this is true, but there are also significant differences, many of which are grammatical. In this free course, English Grammar in context, you will develop knowledge and understanding of the differences between spoken and written English, factors that influence our use of grammar and vocabulary in speech and writing, and different ways in which grammar has been de 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's numeric key 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 Evaluating open learning Having experimented with some of the search tools available and got some results, the next step for anyone searching for relevant content is to evaluate these results in a systematic way. If you intend to use OERs for direct teaching and learning purposes, or for some repurposing prior to teaching and learning, there are several attributes that need to be considered first. Important attributes of quality OERs include: 3 Finding and evaluating OERs When seeking content for adaptation and re-use in open educational contexts there are several tools available to support discovery. Many of these tools are the result of experimental prototyping and short-term funded projects, however, and therefore carry with them a certain amount of risk. Not all are sustained beyond the life of the funding, but these initiatives have sought to use a variety of search technologies to support the discovery of generic and domain-specific OERs. As we move forw 1 What is open learning and why OERs? Names quickly become loaded: distance learning, supported self-study, computer-based training/computer-aided instruction, home study and flexistudy, to name but a few, have all been used to describe self-instruction or self-study and many of these terms are thought wanting. The UK Open University is sometimes described as a ‘distance learning institution’, yet the support that students receive from their tutor through telephone, email and face-to-face tutorials, and through correspondence 1 4. Making the music fit the film It is a huge step from identifying how music can be expressive, to composing music which captures the essence of the visual images, mood and action of a story. Composers such as David Arnold constantly stress how personal their response to the finished film is, but they still manage to guide our expectations and we feel uncomfortable if the music is ‘wrong’ somehow: too loud or quiet, expressing action too explicitly, or not saying enough. Click on the first link below to watch a vi 2.4 What do we know about language? One aspect of language that illustrates the division between school and non-school language is grammar. Many people lack confidence in this subject, so we would like you now to reflect on what this term means to you. 1.2 What the course is about This course is about the ways in which we come to know and make sense of the world, in particular how we do this using the media of language, mathematics and science. There are many possible theoretical positions which can be taken towards early years curricula. Some people, for example, think of children as ‘empty vessels’ which can be ‘filled’ with knowledge that is transmitted to them by adults. This view has been associated with a behaviourist approach to teaching and
Box 4.8 NASA knowledge brought to life in a story portal
Teachers often have little spare time to reflect on the day's lessons and challenges. However, this evaluation of teaching and learning experiences is vital to their professional development. This free course, Chartered teachers in Scotland, is an extract from the OU's Chartered Teacher Programme for Scotland and will help teachers to evaluate their practice and development opportunities.Author(s):
Activity 5
Activity 5: Grammar
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