1.8 End of section questions
Climate change is a key issue on today’s social and political agenda. This unit explores the basic science that underpins climate change and global warming.
1.7 Summary
Climate change is a key issue on today’s social and political agenda. This unit explores the basic science that underpins climate change and global warming.
1.5 ‘Radiative forcing’ as an agent of climate change
Climate change is a key issue on today’s social and political agenda. This unit explores the basic science that underpins climate change and global warming.
1.2 What determines the Earth's GMST?
Climate change is a key issue on today’s social and political agenda. This unit explores the basic science that underpins climate change and global warming.
1.1 Introduction
Climate change is a key issue on today’s social and political agenda. This unit explores the basic science that underpins climate change and global warming.
Learning outcomes
Climate change is a key issue on today’s social and political agenda. This unit explores the basic science that underpins climate change and global warming.
Introduction
Climate change is a key issue on today’s social and political agenda. This unit explores the basic science that underpins climate change and global warming.
Spring 2010 Documentary Podcast: Global business, global values
Companies coming out of the recession are increasingly looking to India and China for new markets to penetrate and develop but, when they do, what lessons can they learn from other big players in the take-over business in countries like Japan and how should they manage those large "virtual teams" that criss-cross the globe? And would closer political union help the EU countries to compete in these emerging markets? Boni Sones reports in this Cambridge Judge Business School Spring 2010 documentar
Le cerveau, âme matérielle (audio)
Colloque La représentation du vivant : du cerveau au comportement
Session Pensée et identité / sous la présidence d'Olivier Faure
Se trouve ici posée la question des frontières entre le biologique et le social, entre l'individuel et le collectif, entre l'ho
Exploring the English language
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.
Security, Privacy and Technology
New technologies allow individuals, corporations and government entities to monitor, track and identify employees, customers and the general public. This panel provides a forum to discuss security and privacy in today's global economy.
Two different approaches to teaching within PE (1997)
This research compares the effectiveness of two approaches to teaching games in Physical Education: the Skills Approach and the Games for Understanding Approach.
A systematic review of effective literacy teaching in the 4 to 14 age range of mainstream schooling
A systematic review using the EPPI protocol addressing the question ‘What are the professional characteristics, beliefs and classroom approaches of teachers of literacy in the 4 to 14 age range of mainstream schooling who have been nominated as effective?’
Introduction
This unit looks at two topics that are of immense worldwide social, economic, ethical, and political importance – ‘addiction’ and ‘neural ageing’. You will develop a Master's level approach to the study of specific issues within these two important subject areas.
citizED Secondary Strand: Educating for real and hoped for political worlds: ways forward in develop
An article from the Citizenship Initial Teacher Training Professional Resource Network (citizED) on developing political literacy.
A systematic review of the effects of context-based and Science-Technology-Society (STS) approaches
A systematic review that adopts EPPI protocols and focuses on the critical analysis of 61 identified research reports, this review summarises the available research into the effects of context-based approaches which purport to promote links between science, technology and society (STS) in the teaching of secondary science.
Yes he can: Schools where boys write well (HMI 505)
This is a report from her Majesty’s Inspectors of Schools (HMI) into the factors which contribute to boys’ success in writing. Seven primary and eight secondary schools, identified as achieving good results overall and demonstrating success in closing the gender ‘gap’ in performance, were visited between April 2002 and March 2003. A literature search and an analysis of existing inspection evidence were used to identify factors to be evaluated on these inspection visits. As is perhaps to
Raising Boys’ Achievements in Writing
This UKLA/PNS (2004) publication presents the findings of an apparently successful project designed to raise boys’ engagement, motivation and achievements in writing. The research design built on findings from DfES (2003) Raising Boys' Achievement (2003), the Essex Writing Project (2002; 2003), and CLPE (The Centre for Literacy in Primary Education) research (2001; 2004). The project used a planning and teaching model which addressed visual and oral approaches to teaching and learning.
Designing Educational Technologies with Users
This Futurelab handbook has been written with the designers of educational technology resources in mind, but the content will be of interest to teacher educators and to trainee teachers investigating novel approaches to the use of ICTs in education. It recommends approaches designers should employ when developing technological resources for education, using case studies for illustration and exemplification.
Curriculum Review - Diversity and Citizenship
This report into the teaching and celebration of diversity in schools has been keenly anticipated and does not disappoint. The twenty-five findings and twenty four recommendations it offers serve to indicate once more that too many schools are failing to provide appropriate Citizenship education, failing to address issues of identity and diversity, failing to understand and/or seriously address the relationship between pupil self-esteem and pupil achievement – in other words, failing their pup
