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WinMacSoftGroupYemen
مجموعة برامج وين ماك
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Site en construction
الموقع تحت الانشاء
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WinMacSoft 2004-2008
Sana'a - Yemen
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In this section we will consider how language can be used in different ways for different purposes. To do this we will use the theme of memorial and commemoration. In the first section we briefly discuss the life of the poet Siegfried Sassoon before examining both his poetry and prose. Through this we will see how he conveys meaning in different ways for different audiences using different forms. Following this we discuss more generally how different meanings can be convered using prose and poetic language. This unit examines Hume's reasons for being complacent in the face of death, as these are laid out in his suppressed essay of 1755, ‘Of the immortality of the soul’. More generally, they examine some of the shifts in attitude concerning death and religious belief that were taking place in Europe at the end of the eighteenth century, through examination of this and other short essays. William Wilberforce, the politician and religious writer, was instrumental in the abolition of slavery in Britain in 1807. This unit explores Wilberforce’s career and writings and assesses their historical significance. In particular it examines the contribution that Evangelicalism, the religious tradition to which Wilberforce belonged, made in the transitions between the Enlightenment and Romanticism. Throughout it relates Wilberforce’s career and writings to wider social and cultural developments in Britain, with special regard for British reaction to the French Revolution. Do you want to get more out of drama? This unit is designed to develop the analytical skills you need for a more in-depth study of literary plays. You will learn about dialogue, stage directions, blank verse, dramatic structure and conventions and aspects of performance. Do you want to get more out of your reading? This unit is designed to develop the analytical skills you need for a more in-depth study of literary texts. You will learn about narrative events and perspectives, the setting of novels, types of characterisation and genre. Ever wondered what it would be like to study philosophy? This unit will introduce you to the teaching methods employed and the types of activities and assignments you would be asked to undertake should you wish to study the OU course A211 Philosophy and the human situation. What defines individual freedom in a civilised society? Philosophers have argued over such questions for centuries. This unit looks at various concepts of freedom, asking you to think carefully about how freedom is restricted by our place in society and how it can vary from state to state. Access to healthcare is important to all of us. Did the arrival of state medicine in the twentieth century mean that everyone had access to good medical services? If you fell sick in 1930 where could you get treatment – from a GP, a hospital, a nurse? This unit shows that in the early twentieth century, access to care was unequally divided. The rich could afford care; working men, women and children were helped by the state; others had to rely on their own resources. The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice. Latin is the basis for many languages in the world. This unit will provide you with a general introduction to learning Latin allowing you to assess whether you would like to learn more. You will look at the links that exist between Latin and English, examine the structure of sentences and gain an awareness of the fundamentals of pronunciation in Latin. What is a person? This unit examines this philosophical question concerning the nature of personhood. You will examine whether a ‘person’ is the same as a ‘human being’, and look at whether it is our free will that in the end defines us as a ‘person’. This unit examines the philosophical questions surrounding the mind. You will examine how beliefs have changed over the centuries and be able to contrast the views of Descartes with more modern ideas. What is emotion? This unit takes a philosophical approach to this question in an attempt to understand why people respond to events in a certain way. Is there a difference between an emotion and a bodily feeling or is one a consequence of the other? How does what you say come to mean something? Does what you say inherently represent what you, the speaker, think it means, whatever that might be, or does what you say carry its own meaning, separate from your intentions in saying it? This unit introduces you to the key questions about how meaning is conveyed in language. What is imagination and can philosophy define it in any meaningful way? This unit will introduce you to some of the possible answers to these questions and will examine why philosophy has sometimes found it difficult to approach imagination. It will then go on to examine the relationship that imagination has to imagery and supposition, charting where these concepts overlap with imagination and where they diverge. What is consciousness? How does the brain generate consciousness and how can a science of the mind describe and explain it adequately? This unit will introduce you to the slippery phenomenon that is consciousness, as well as some of the difficulties consciousness presents to science and philosophy. The Egyptians are known for being ahead of their time in comparison to some civilisations that came after them. This unit looks at how the Egyptians solved mathematical problems in everyday life and the technology they used. An understanding of this area has only been possible following the translation of the Rosetta Stone. Scotsman John Napier is best known to for his treatise on Protestant religion. However, it was his interest in a completely different subject that radically altered the course of mathematics. After forty years of dabbling in maths, he revealed his table of logarithms in the early 17th century. Just what is innovation? This unit examines the issues surrounding the concept of innovation. What is the difference between innovation and invention? How are organisations affected by innovation: are all of the outcomes positive? You will learn how to analyse this concept and its impact on resources, capabilities and competencies. Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint. Legacy fundraising, big-gift seeking are all part of the professional fundraiser's role. This unit will help you to gain the skills necessary to persuade individuals to become donors. How do you change people's ideas about methods of giving, moving them from casual street donations to regular direct debit giving? Revenue, profit and loss, balance sheets – are these accounting terms that intimidate you? This unit will help you to understand the very basics of accounting, from its historical beginnings to the objectives of modern day accountants. You will learn how an accountant in business balances conflicting demands to maximise market share and profit. Operations management is one of the central functions of all organisations whether producing goods or services, or in the private, public or voluntary sectors. This unit will provide you with a basic framework for understanding this function and discusses the role of operations managers, in particular the importance of focusing on suppliers and customers. Gantt charts, critical path analysis, SMART objectives and estimation skills are just some of the topics covered in this unit to help you understand how to plan for a project. You will gain an appreciation of the range of planning techniques available and the situations in which it is appropriate to use them. The importance of managing people for the success of a project cannot be underestimated. This unit identifies the groups and individuals whose appropriate involvement in a project is important for its success, and considers the ways in which their contribution might be maximised. Day-to-day monitoring of a project is essential to ensure that work is progressing according to the plan, and it will often be necessary to review and revise the plan as circumstances change. This unit will introduce some of the key techniques that help managers to monitor and control projects, and consider what approaches work best in particular circumstances. This unit will examine the particular issues that arise in bringing a project to a close, and ways of evaluating a project on its completion. The key components of project closure will be identified and discussed and their importance in ensuring that the aims and objectives of a project have been successfully attained will be explored. After studying this unit, you will be able to plan an effective project closure. Have you ever wanted to start your own business? This unit will give you the opportunity to consider and reflect on the personal aspects involved in transforming an innovative idea into an entrepreneurial product. You will also learn how to identify the requirements for building an appropriate entrepreneurial team. Risk, in a financial context, is a synonym for uncertainty. This unit will allow those with some background knowledge of the area to explore investment risk. You will examine how and why investors are risk-averse and look at the risk factors involved in making a decision to invest. How do financial markets match providers with users, and how efficiently does the market determine prices? Can investors rely on notoriously volatile stock markets to function efficiently? It can be difficult to determine whether successful investments are a matter of skill and luck. In this unit, you will interrogate whether markets can function efficiently, and what factors might militate against this. You will also learn the importance of the Efficient Markets Hypothesis. The interactions of business with the non-commercial enviromnent are under increasing scrutiny. This unit looks at the relationships between business and social and ecological environments, often referred to under the umbrella term of Corporate Social Responsibility. The unit examines efforts to reconcile what often look to be competing demands by moving towards a more ethical environment. It is hard to think of a part of the world that has not been touched by globalisation. From ‘Big Macs’ in Moscow to Blockbuster video in Beijing the world seems less distant and twenty-four-hour-a-day news makes foreign places more familiar. This unit examines the dimensions of globalisation and the processes that connect people together. Businesses are increasingly making explicit their committment to dealing with ethical concerns. This unit explores the business case for an ethical approach to human resources management and examines whether a more 'human-centred' approach can bring dividends, and how an ethical approach fits within an organisation's strategy. Marketing communications help to define an orgaisation's relationship with its customers. This unit emphasises the strategic importance of such communication and its long-term effect on consumers. Communication models can act as a predictive guide, but in the end it is important to recognise the autonomy and unpredictability of consumers. Do you hate making decisions? Does the ability of others to make snap decisions really frustrate you? This unit will help you understand some of the processes involved in decision making. Attention to the psychology of decision making and the social context in which decisions are made can improve your understanding of others and yourself. Financial reporting is a complex issue. This unit looks at the historical development of financial regulation and reporting across Europe and the world. You will also examine how both Anglo-Saxon and ‘commercial code’ accounting have expanded to become the two main accounting systems used today. Corporate governance and shareholder activism have gained in importance over recent years. This unit will enable you to consider the issues addressed by corporate governance. You will examine some of the recent scandals and the regulatory reactions to them, before looking at the elements that continue to drive this area. Private equity, venture capital, stock exchange listing: all are methods of raising equity finance. This unit looks at the processes used and the markets available across the world for raising such finance, as well as looking into the reasons why some companies choose cross-listing on stock exchanges. Human resources consultancies have become invaluable to businesses looking for improvements and efficiencies in their operations. This unit explores the issues surrounding how you might go about selecting and using a consultant, examining the risks involved in the venture, fitting the consultant to the task, setting fees and evaluating work. If you are in business and looking to hire a consultant, are a consultant yourself or are studying business at masters level this unit will be useful to you. Much literature on the public policy process focusses narrowly on the policy-making part. This unit widens the focus to examine the implementation phase, and how change happens as a result of new policies: that is, policy – action relationship. It does this by looking at four different models of how this relationship can work through examples from varying fields. The unit will be of interest to public sector managers, their staff and the general reader. This unit covers the emergence of the Life Sciences sector out of its precursor the pharmaceutical industry. After examining some historical perspectives it uses case studies to look at developments in the science, business and, primarily, management strategies used in Life Sciences. It also briefly considers Life Sciences' place in the wider story of health provision. This introductory unit will be of interest to managers in the Life Sciences sector and to the general reader. What is your experience of work and what did you learn from this experience? This unit will enable you to reflect upon what you have learned from work and support you in improving how you learn at work. It will encourage you to think critically about work-based learning and review your own professional knowledge and skills. This work-based unit encourages early years practitioners to think about the values and principles underpinning how they work with other professionals. It explores beliefs about teamwork, examines frameworks for professional communication and concludes with identifying possible changes in practice. Has the emphasis on raising educational standards in the UK led to adult-led learning replacing play? This unit will help teachers assess the importance of spontaneous play and socialising in the playground as well as looking at the value of play and the varying attitudes that adults have towards the activity. The underlying premise of this unit 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 unit are largely rooted in the social model of disability and human/disability rights frameworks. The quality of our teaching inevitably has an impact on the behaviour of our students. This unit considers some of the factors that can contribute to misbehaviour in the classroom and some of the steps that we can take as teachers to re-engage students with the learning process. This unit considers the format of lessons, how lessons are delivered, how to present lesson content in an interesting and creative way, and the development of "engaging lessons". Teaching children to read is one area where collaboration between teachers and parents/carers is of vital importance. You will examine how families and schools work together to establish the links that underpin childhood literacy development and the ways in which educational institutions respond to the diversity of needs amongst students. It is important to learn from classroom discussions, both for pupils and teachers. This unit will help you, as a teacher, to evaluate such discussions in order to help students develop their understanding and use of spoken language. The ability to use language as a tool for constructing and sharing knowledge is applicable across the whole curriculum. This unit introduces you to the contested area of educational inclusion. You will look at differing perspectives on inclusion, in particular the way that medical and social models have influenced and shaped current thinking. You will also think about barriers to inclusion and the difference between integration and inclusion. In addition, you will consider some of the key documents, such as the Salamanca Statement, that underpin current thinking in this area. It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evaluation. Are you interested in creating your own open educational resources? This unit will help you to write a learning unit and provide you with links to various resources for open-learning materials. You will learn about the different purposes of self-instruction and receive advice about the techniques and strategies to help the learner. Teaching with a global perspective is becoming increasingly important as the world becomes a smaller place. This unit provides a resource for teachers in both primary and secondary schools to understand why the inclusion of the global dimension in the primary school curriculum is important. What value does art have in the school curriculum? This unit, primarily aimed at colleagues teaching art in schools, explores the justification for including art in the school curriculum together with some of the current criticisms commonly heard. As adults we sometimes struggle to justify our feelings about particular books, but children are quite clear about what they like and don't like. It is possible to get children to discuss why they liked or did not like particular books and to encourage them to think more deeply about the books they read. This unit offers ideas and activities to engage pupils in discussing books. It is aimed at librarians, teaching assistants and other adults working with pupils in school libraries. There are many approaches to using film music in the classroom, including: a focus on pupil experience; a focus on the structure of composition; a focus on the relationship between music and image. This Unit looks at the work of William Beveridge in reforming the field of social welfare after World War II. Particular attention is paid to the attitude towards women and immigrants to the United Kingdom. Interpersonal communication in health and social care services is by its nature diverse. As a consequence, achieving good or effective communication – whether between service providers and service users, or among those working in a service – means taking account of diversity, rather than assuming that every interaction will be the same. This unit explores the ways in which difference and diversity impact on the nature of communication in health and social care services. Why are so many people now turning to complementary and alternative medicine and why do approaches to complementary and alternative medicine (CAM) raise such controversy? This unit explores the following three key areas: ‘Why people use complementary and alternative medicine’, ‘Critical issues in the therapeutic relationship’ and ‘Ethics in complementary and alternative medicine’. What do we mean by ‘community’, ‘care’ and ‘welfare’? In this unit you will explore the meanings of these words in their historical and cultural settings. The unit does not discuss these terms exclusively in terms of social work practice so service users, carers or anyone interested in community care and the ways in which welfare services are provided would find this unit useful. This unit will explore how knowledge and beliefs about death and encounters with death affect people’s lives. It will also examine the concept of a ‘good death’ from an individual perspective in order to enhance the quality of dying. In many areas of health care, and especially in such areas as palliative care, increasing attention has been paid in recent years to patient autonomy, and the need to respect it. Autonomy has come to be seen as a very important aspect of the interaction between patients and those looking after them, and forms the basis for many ethical commitments, such as telling the truth to patients, and seeking their consent for health care interventions. In this unit we look at quite a wide range of ethical issues. They all have one thing in common, however: autonomy. Each of them is a pressing ethical issue because of our concerns about how best to respect patient autonomy, and about whether it should be ignored or overridden in certain cases. This unit is made up of four extracts related to social care, social work and the law. The extracts are stand-alone sections but follow on from each other to make up this unit. You will be introduced to five main themes that shape practice in the field of social care and social work. The aim of this unit is to enhance your understanding of the relationship between social work practice and the law. What do we mean by ‘wellbeing’ for young people? How is it shaped by social differences and inequalities, and how can we improve young people's mental and physical health? This unit will examine the range of factors affecting young people’s wellbeing, such as obesity, binge drinking, depression and behavioural problems. This Unit provides an overview of Open University Course Y156 Understanding Children. You will be introduced to the types of activities, tasks and assignments that you would be asked to undertake if you were to enrol on the course. Alcohol abuse, healthy living and Alzheimer’s disease all regularly hit the headlines. This unit will take a brief look at these issues and introduces you to the type of issues that you would be asked to examine should you wish to study OU course Y158 Understanding Health. The use of grammar is more complex than it appears. This unit looks at the way grammar can be used as a tool for adapting our communications (both written and spoken) in ways which present us and our message in different lights. Do you want to relocate to the UK? This unit will help you with the language difficulties that can arise while providing assistance with the practicalities of taking the decision to relocate. You will also examine the factors that influence that decision including its impact on all those connected with the company from employees to suppliers and customers. Do you want to relocate to the UK? This unit will help you with the language difficulties that can arise while providing assistance with the practicalities of the decision-making processes involved and the consultation that is necessary to ensure employees are kept informed. Do you want to relocate to the UK? This unit will help you with the language difficulties that can arise while providing assistance with the practicalities of moving your company and its relocating its employees. You will also learn how other companies have approached this task. How has the English language changed over the course of the last 500 years? What are the social and political contexts that have affected how these changes have come about? This unit will consider the development of the English language from the 15th to the 19th century. This unit will help you to identify and use information in maths and statistics, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of organising your own information, and learn how to reference it properly in your work. Finally, discover how to keep up to date with the latest developments in your area of interest by using tools such as RSS and mailing lists. Number systems and the rules for combining numbers can be daunting. This unit will help you to understand the detail of rational and real numbers, complex numbers and integers. You will also be introduced to modular arithmetic and the concept of a relation between elements of a set.  This unit is concerned with two main topics. In Section 1, you will learn about another kind of graphical display, the boxplot. A boxplot is a fairly simple graphic, which displays certain summary statistics of a set of data. Boxplots are particularly useful for assessing quickly the location, dispersion, and symmetry or skewness of a set of data, and for making comparisons of these features in two or more data sets. Boxplots can also be useful for drawing attention to possible outliers in a data set. The other topic, which is covered in Sections 2 and 3, is that of dealing with data presented in tabular form. You are, no doubt, familiar with such tables: they are common in the media and in reports and other documents. Yet it is not always straightforward to see at first glance just what information a table of data is providing, and it often helps to carry out certain calculations and/or to draw appropriate graphs to make this clearer. In this unit, some other kinds of data tables and some different approaches are covered. Surfaces are a special class of topological spaces that crop up in many places in the world of mathematics. In this unit, you will learn to classify surfaces and will be introduced to such concepts as homeomorphism, orientability, the Euler characteristic and the Classification Theorum. This unit is aimed at teachers who wish to review how they go about the practice of teaching maths, those who are considering becoming maths teachers, or those who are studying maths courses and would like to understand more about the teaching process. This unit focuses on your initial encounters with research. It invites you to think about how perceptions of mathematics have influenced you in your prior learning, your teaching and the attitudes of learners. In this unit you will see first how to convert vectors from geometric form, in terms of a magnitude and direction, to component form, and then how conversion in the opposite sense is accomplished. The ability to convert between these different forms of a vector is useful in certain problems involving displacement and velocity, as shown in Section 2, in which you will also work with bearings. This unit shows how partial differential equations can be used to model phenomena such as waves and heat transfer. The prerequisite requirements to gain full advantage from this unit are an understanding of ordinary differential equations and basic familiarity with partial differential equations. This unit introduces the topic of differential equations. The subject is developed without assuming that you have come across it before, but it is taken for granted that you have a basic grounding in calculus. In particular, you will need to have a good grasp of the basic rules for differentiation and integration. This unit extends the ideas introduced in the unit on first-order differential equations to a particular type of second-order differential equations which has a variety of applications. The unit assumes that you have previously had a basic grounding in calculus, know something about first-order differential equations and some familiarity with complex numbers. This unit introduces the topic of vectors. The subject is developed without assuming you have come across it before, but the unit assumes that you have previously had a basic grounding in algebra and trigonometry, and how to use Cartesian coordinates for specifying a point in a plane. This unit is intended to develop your understanding of Newtonian mechanics in relation to oscillating systems. In addition to a basic grounding in calculus, this unit assumes that you have some understanding of how to solve second-order linear constant-coefficient differential equations; how to take the dot product of two vectors; of solving statics problems; and of applying Newton's second law to mechanical problems. This unit shows how various situations can be modelled by a system of linear differential equations. The prerequisite requirements to gain full advantage from this unit are a basic understanding of differential equations, a familiarity with the properties of matrices and determinants and some understanding of eigenvalues and eigenvectors. This unit is concerned with the technique of expressing a periodic function as a sum of terms, where each term is a constant, a sine function or a cosine function. There is a strong analogy with the technique of expressing a (non-periodic) function as a Taylor series, which is a sum of terms that are powers of the independent variable(s); in both cases, working with just the first few terms generally gives a useful approximation. This unit assumes the following background knowledge: the definition of the period; forced oscillations and resonance; integration by parts. This unit is the second in the MSXR209 series of five units on mathematical modelling. In this unit you are asked to relate the stages of the mathematical modelling process to a previously formulated mathematical model. This example, that of skid mark produced by vehicle tyres, is typical of accounts of modelling that you may see in books, or produced in the workplace. The aim of this unit is to help you to draw out and to clarify mathematical modelling ideas by considering the example. It assumes that you have studied Modelling pollution in the Great Lakes (MSXR209_1). This unit is the third in the MSXR209 series of five units on mathematical modellng. It provides an overview of the processes involved in developing models, starting by explaining how to specify the purpose of the model. It then moves on to look at aspects involved in creating models, such as simplifying problems, choosing variables and parameters, formulating relationships and finding solutions. You will also look at interpreting results and evaluating models. This unit assumes that you have previously studied Modelling pollution in the Great Lakes (MSXR209_1) and Analysing skid marks (MSXR209_2). This unit is the fourth in the MSXR209 series of five units on mathematical modelling. In this unit you will be taken through the whole modelling process in detail, from creating a first simple model, through evaluating it, to the subsequent revision of the model by changing one of the assumptions. The problem that will be examined is one based on heat transfer. This unit assumes you have studied Modelling pollution in the Great Lakes (MSXR209_1), Analysing skid marks (MSXR209_2) and Developing modelling skills (MSXR209_3). Do fractions and decimals make you apprehensive about maths? Do you lack confidence in dealing with numbers? If so, then this unit is for you. The unit will explain the basics of working with positive and negative numbers and how to multiply and divide with fractions and decimals. Do fractions and decimals make you apprehensive about maths? Do you lack confidence in dealing with numbers? If so, then this unit is for you. The unit will explain the basics of working with positive and negative numbers and how to multiply and divide with fractions and decimals. From paving your patio to measuring the ingredients for your latest recipe, squares, roots and powers really are part of everyday life. This unit reviews the basics of all three and also describes scientific notation, which is a convenient way of writing or displaying large numbers. From paving your patio to measuring the ingredients for your latest recipe, squares, roots and powers really are part of everyday life. This unit reviews the basics of all three and also describes scientific notation, which is a convenient way of writing or displaying large numbers. Many of us struggle to understand the fractions, formulas and calculations needed for everyday tasks. This unit provides an overview of Open University course Y162 Starting with maths, which is designed to help develop the skills needed for higher level study while also developing knowledge and understanding about maths.
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