2.10.1 Years

In this session you visit the musée Angladon-Dubrujeaud, where you find out about the life of the painter Vincent van Gogh.

Key Learning Points

  • Understanding and using the numbers 70 to 100

  • Identifying and using dates (years)

  • Distinguishing between
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2.9.3 Understanding notices

Activité 47

Vocabulaire
un sac à dos rucksack
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2.8.1 Learning about verbs

You and Christine go to a shop to buy a film for your visit to the museum.

Key Learning Points

  • Talking about time

  • Asking for goods and services

  • Learning about verbs

  • Using verb forms: nous a
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2.5.3 Une brochure de détails d'hôtel

Activité 28

Look at the brochure, which you picked up at the tourist information office in Avignon, and answer the questions below.

Note: Canal + is a French subscription channel.

  1. Find
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Introduction

This unit helps you to acquire the basic language to find your way around a French town. You will learn how to understand and give directions, ask about accommodation, book a hotel room at the tourist information office and get information about what to see and do in the local area. You will visit some museums in Avignon and buy a film for your camera. This unit also deals with telling the time and making liaisons in speech. By the end of the unit, you will feel more confident understanding a
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Acknowledgements

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Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

The content ackno
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Improving aerobic fitness
Aerobic fitness is integral to successful sports performance and to maintaining good health. But what sort of exercise should you be doing to develop your aerobic fitness? This unit will help you to answer this question by introducing you to principles of aerobic exercise prescription. First published on Wed, 27 Jul 2011 as Author(s): Creator not set

4.10 Men and women communicating differently?

Activity 18

0 hours 20 minutes

Reread the summary and quotations from Tannen's and Gray's work on the previous screen, and then make notes in answer to the following questions.

<
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4.9 The revival of gender essentialism

After falling out of fashion in the wake of feminist influence in the 1970s and 1980s, there are signs that the notion of ‘essential’ gender differences is undergoing a revival. At an academic level, this has been stimulated by work within genetics, evolutionary psychology and neurology (see Baron-Cohen, 2003). At a more popular level, self-help manuals which apparently ‘explain’ the differences between men's and women's behaviours, and offer advice on coping with them, have become hu
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4.4 Where does gender come from?

Activity 15

0 hours 20 minutes

2.2 Parenting methods

White and Woollett (1992) identified three kinds of parenting:

  • authoritarian, where parents dictate what the children can and cannot do and children are expected to obey certain rules

  • permissive, where parents are highly indulgent, offering little guidance or control

  • authoritative, where parents set boundaries within which children are expected to develop autonomy and self-reliance.


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References

Ahmad, W.I.U. and Atkin, K. (eds) (1996) ‘Race’ and Community Care, Buckingham, Open University Press.
Alibhai-Brown, Y. (2000) Who do we think we are? Imagining the new Britain, London, The Penguin Press.
Beveridge, W.H. (1942) Social Insurance and Allied Services, Cmd 6404, London, HMSO.
Burchardt, T., Hills,
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2 Community

As you've just seen, ‘community’, an ever present word, evokes some contrasting meanings. It has been described as a ‘keyword’, that is, a word which has its own particular history but which also plays a significant role in putting across different meanings. Identifying a keyword is to go further than just giving a dictionary definition because:

Keywords have been more than ways of seeing: they have been influe
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References

Alaszewski, A. (1986) Institutional Care and the Mentally Handicapped: The Mental Handicap Hospital, Croom Helm, London.
Atkinson, D. (1997) An Auto/biographical Approach to Learning Disability Research, Ashgate, Aldershot.
Binney, M. (1995) ‘Introduction’ in Philips, E. Mind Over Matter: A Study of the Country's Threatened Mental Asylums, SAVE Britain
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2.2 1 Social Darwinism and eugenics

Nineteenth century reformers combined their new medical diagnoses with a concern to tackle what they saw as the social causes of cruelty and incapacity. Two theories dominated: social Darwinism and eugenics.

Social Darwinism drew on Darwin's ideas of natural selection and emphasised the contribution of the fittest and most superior individuals to the survival of the human species. The social Darwinists, who included some of the most prominent thinkers of their time, believed that social
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1: Introducing Jim and Marianne

The lifestyles of long-term drug abusers are frequently sensationalised
The lifestyles of long-term drug abusers are fre
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2 Working with memories – life storybooks

Life story books are used more and more by social workers, residential care staff and some foster parents with young people who, for various reasons, need to find ways to remember and talk about earlier parts of their lives. The books may take a variety of forms: photograph albums, scrapbooks, written accounts and audio and video recordings. They may include drawings, poems, family trees, letters, bus and train tickets, photographs, writing and all sorts of ephemera that evoke the past, or pr
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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

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

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1.5.2 Duration and frequency

We do not know if Katrina's caring responsibilities took up more than 20 hours per week. In a sense, though, whether they did or not is immaterial. What is important is that her schooling was adversely affected. We can speculate that, even if caring accounted for less than 20 hours per week, the emotional impact of being a young carer overflowed into a far larger proportion of her life.


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4.4 Maximum heart rate

The other part of an efficient heart is the maximum rate that it can beat. If we think about competitors in a race that takes about five minutes, the athlete whose heart can beat at 200 times per minute for five minutes will probably do much better than one whose heart can only beat at 180 times per minute.

This is linked to how much blood is pumped with each beat. If an individual's heart doesn't pump very much blood when they are resting, then the heart rate has to increase so
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