2.3 Summary Mind–body dualism has been a pervasive problem since the seventeenth century. One consequence of this dualism is the way in which bodies have been treated in psychology. They have generally either been ignored or reduced to biology. However, our bodies are much more than simply biology; at the very least, they are the interface between the individual and the social world or, more radically, they are inherently social objects. There is growing recognition of the interaction between our bodie
Introduction The body has traditionally been treated as a biological object in psychology. However, some psychologists believe there is more to our bodies than that as they recognise that it is through the body that we relate to other people and the world about us. This unit explores one particular theoretical perspective on embodiment: the phenomenological psychological perspective. This is an approach to psychology that acknowledges the social nature of embodiment, placing embodied experience centre sta
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 secondary p
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4 Working with other stakeholders When considering the accountability of the governing body, we need to think about the context of the school and the community it serves. The DfES states quite clearly that the school and its governing body are accountable to anyone who has a ‘legitimate interest’. You might like to spend some time considering who these people are. In terms of providing both high-quality education and, consequently, an educated workforce, pupils, parents and the wider community are the ‘customersâ€
1 The importance of school governors I wouldn't have accepted the job if I didn't think that the governors understood their role. (A secondary headteacher) In March 2004, the DfES stated that school governors represented one per cent of the adult population, and constitute the single biggest volunteer force nationally. However, doing the job voluntarily does not mean that governors should aim to do it less than professionally!
4.4.5 Do – provide information Clear information for students and advisors is essential. Disabled students need to know whether they can complete all the learning objectives and what adjustments they can expect. They need this information in good time before they start the course so that they can plan ahead. We have more to say on this subject in the section, ‘Informing students’.
3.13.2 Deafness Deafblind, ‘Refreshable Braille displays’
3.13.1 General OU Knowledge Network, ‘Guidelines for describing visual teaching material’ http://kn.open.ac.uk/ public/ index.cfm?wpid=2709
US National Public Website on Assistive Technology
3.11 Accessible content and alternatives Assistive technology can give access only to whatever is on the screen; it doesn't provide any alternative content, unless this is specifically added. For example, a screen reader cannot interpret visual content but it can read a description if one has been provided. Multimedia content might need to be supplemented with the same content in other formats. Deaf students need transcripts of audio and for the audio track of video material. If the video is an interview, a simple transcript m
3.10.2 Other impairments There are people with a wide range of other impairments that are not covered by the above groups, but which may affect study. Some examples are listed below. People with diabetes may have reduced sensitivity in their hands. People with many different conditions may experience severe pain, which makes it difficult for them to concentrate on a task. People with mental illness may have a range of difficulties, including
References 3. Review and recall Learning cannot take place without memory, and we expect our students to be able to process, synthesise and recall a vast amount of information every day. There are, however, some simple strategies that we can employ to help them to do this. Firstly consider the natural concentration span. A rough guide is that concentration span in minutes is equivalent to chronological age in years, +/− 2 minutes. That means that even our most attentive 18 year olds need a short concentration break 1. Efficient brain performance Two sources of fuel are particularly important to ensure a healthy and efficiently functioning brain – oxygen and water. Fortunately, in many countries, both of these are in ready supply! Many schools in the UK are already beginning to recognise the need for students (and their brains) to be sufficiently hydrated, and have installed water-coolers at strategic points. Oxygen is easier to supply, but sitting down for a typical 50-minute lesson could decrease the amount of oxygen delivered to Introduction Why are schools in the UK run by school governors? This unit will examine how the role has developed and the main tasks and responsibilities that exist today. We will also look at the need for self-evaluation and how the setting of a clear strategic direction can help governors achieve the required targets.
Learning outcomes In this unit we will look at: why the global dimension in science is so important; what contributions have been made to science by ‘non-Western’ scientists; how to deliver the curriculum so as to bring global science to life for students. Many teachers have found that including the global dimension in science is exciting and motivating for both teachers and students – we hope you do too! Learning outcomes By the end of this unit, you will have: an awareness of methods of introducing film music to secondary school pupils; an understanding of how the concept of music accompanying image can be applied to skills of composition; an awareness of how to develop techniques of appraising and analysing film music through classroom activities. Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: The content acknowledged below is Proprietary and is used under licence. References 1.6. Listening, reading and language assimilation One assumption that is widely held as axiomatic is that people learn by doing … We seem to have deduced that people learn to speak by speaking and so on. In reality one simply drowns by attempting to swim without some sort of prior preparation and theoretical instruction. Obviously the art of speaking can be improved by practice but the skill of speaking is learnt primarily in a vast complex of other ways. It might be su References
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