Working life and learning
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 ...
Working with diagrams
Working with diagrams is essential for students of science, technology, engineering and mathematics. This unit is packed with practical activities and tips which make learning from and with diagrams more enjoyable and rewarding. One part of this unit deals with the reading of diagrams and the other ...
Working together for children: Stirling
The care of children, especially those with disabilities, is surrounded by complex issues. Learning to navigate these difficulties while helping children to lead a happy and fulfilling life is the focus of this unit. Video footage from the Plus organisati
Welsh history and its sources
This unit is a teaching and learning resource for anyone interested in Welsh history. It contains study materials, links to some of the most important institutions that contribute to our understanding of the history of Wales, and a pool of resources that
Helmholtz Coils
The EJS Helmholtz Coils Model shows a the magnetic field between two circular coils of wire. The default configuration, known as a Helmholtz coil, sets the separation distance D equal to the coil radius R. These values produce a nearly uniform magnetic field B between the coils.
Body With Thruster Model
The Body with Thruster Model shows the motion of a disk with an attached rocket engine. You can drag the engine to change its distance from the center of the disk and you can adjust the thrust of the rocket engine using sliders. The mass of the rocket and its connecting rod are assumed to be negligible. The trajectory of this single-body model is intuitively challenging and difficult to visualize.
Lennard-Jones Potential Model
The EJS Lennard-Jones Potential model shows the dynamics of a particle of mass m within this potential. You can drag particle to change its position and you can drag the energy-line to change its total energy.
The Lennard-Jones potential function is a reasonably accurate model of interactions between noble gas atoms. The binding energy epsilon is the depth of the potential well and minimum molecular separation are set equal to unity. This simulation uses uses a natural system of units the m
Unit 2 - Participatory facilitation for household food security
Unit 2 is dedicated to the facilitation process and skills to help you facilitate HFS projects well. In this unit we will look at participatory and facilitation techniques in relation to Household Food Security. We will examine he background and history of community development and the difference between the approaches that developed. We will describe the community development approach we will be using for the Household Food Security Programme with its content modules based on household food se
Unit 3 - Facilitation process for household food security
This unit is will illustrate the participatory facilitation processes to be used in the communities and households. The participatory methods and tools we have discussed in Unit 2 can be use in any of these processes according to a plan of action to keep the processes flowing and the people participating in the learning cycle to progress in their empowerment and mobilisation to take action themselves. The processes start with the community and then move over to the care groups and individual hou
Creating People Centred Schools: Section Three, New contexts, new policies: new schools?
Beginning with a focus on South Africa, this section provides valuable coverage of approaches to school effectiveness and school improvement. We learn more about schools as learning organizations.
The learning organization
This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.
Cultures and hierarchies in schools: changing school cultures as well as structures
This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.
Changing management to manage change: a government report
This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.
School effectiveness and school improvement
This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.
What is a learning organization?
This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.
Managing change
This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.
Taking account of traditional ways of learning in Africa
This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.
Schools as organization and Schools as community approaches
This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.
Experiences of a school-based reform initiative
This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.
Learning Guide: Unit 1 - How responsive are schools to the socio-economic challenges in South Africa
In this first Unit we reflect on the role that schools are expected to play in society and what the impact is of socio-economic issues like HIV and AIDS, poverty and violence on schools. Are schools doing enough to respond constructively to these social challenges? Your first response may well be that the focus of the school must be on teaching and learning and that social issues must be taken care of by the community, government agencies and non-government organisations.
