3 The acquisitive model of learning (Please refer to Reading 3: Models of the learning process, by Mary Thorpe) What happens when we learn? I shall explore three explanations, or models, of learning which attempt to answer this question. These three models have particular strengths and weaknesses. The point is not to choose between them, but to consider which one has the ‘best fit’ for different kinds of learning. The three models are introduced in turn, and each is followed by an activity that invites you to apply th
1.1 Effective course study Research into how people study effectively suggests that it is important to pay attention not only to the content of what we are trying to learn but also to the process of our learning. Time spent on the process of how you are learning need not be a distraction from achieving your learning goals. It should support your efforts to achieve them. However, thinking about the process of your own learning is not something which typically forms part of most formal courses of study. Most people
1 Learning to learn (Please refer to Reading 1, Learning and reflection, by Mary Thorpe)This unit is about developing your effectiveness as a learner. For example, there are activities which invite you to apply theories to practice and also to criticise theories in the light of practical experience. In these and other ways you will be encouraged to bring your own experience into the study of the unit. The idea of asking you to use ideas, not just to remember them, and to bring your own experience into studying,
Learning outcomes After completing this unit you should be able to: assess your learning styles and capabilities, using a learning file in which to record your progress; describe the main definitions of learning as a process, and the role played by memorising, understanding and doing; explain the three main categories of theories about learning, namely the acquisitive, constructivist and experiential models of learning; discuss the main conceptions of
3.6 Failure sequence Following the discovery of the broken eye bar near the top of the northern suspension chain on the Ohio side of the bridge (Figure 36), it was possible to reconstruct the sequence of events during the collapse. When the side chain separated, the entire structure was destabilised, simply b
3.4 A note on suspense By raising various expectations in the reader's mind, a writer can create an atmosphere of suspense – the desire to turn the page and find out what happens next. How much will the story follow the reader's expectations, how much will it confound them? In this way, sus
2.1 Setting as antagonist Nothing happens nowhere. (Elizabeth Bowen, in Burroway, 2003) Showing your story's Author(s):
1.5 Tips on character creation Use a journal to build ideas for character. Consider all the influences that go into the making of your character: age, gender, race, nationality, marital status, religion, profession. Know about your character's inner life: what s/he wants, thinks, remembers, resents, fears, dreams, denies. Know about your character's behaviour, what s/he wears, buys, eats, says, works at and plays at. Kno
1.4 Portraying a character
Click on 'View document' below to read ‘Portraying a character’, which outlines the main methods of revealing character in fiction. 1.2 Round and flat characters What about minor or peripheral characters? How deeply do they have to be imagined?
Click on 'View document' below to read the section called ‘Round and flat characters’. Showing the contradictions in charac 1.1 Creating characters
Click on 'View document' below to read the first few paragraphs from Novakovich's chapter on ‘Character’. 8.5 Looking for Hinduism in Calcutta 8.4 Hinduism in eastern India: religion in Calcutta The Hinduism of Bengal, as in other regions of India with their own languages and distinctive historical traditions, has absorbed and retained many local elements which make it peculiarly the Hinduism of Bengal. The city of Calcutta has exerted its own considerable influence upon the surrounding region. Calcutta, the capital of West Bengal, was founded in 1690 originally as a British trading post on the Hugli, a stretch of the Ganges (or Ganga), a river sacred to Hindus (see Author(s): 6.3 Setting things apart The tendency within religious behaviour to set things apart from the everyday does not just apply to time and place but also to ideas of authority (leaders and texts), to beliefs more generally, to institutions and to aspects of behaviour as, for example, in dress and diet. In fact, the concept of ‘religion/religious’ is often set over and against the concept of the ‘temporal’ and the ‘secular’, which both suggest an outlook that is concerned solely with this world, the here and n 5.1 ‘Religion’ and ‘the religions’: two new notions I want to begin our closer discussion of the question ‘what is religion?’ by looking briefly at the history of the use and meaning of the term. You may be surprised to find how recently the word ‘religion’ has taken on the meanings attached to it today. Contemporary scholars of religion emphasise not merely the cultural breadth but also the antiquity of religious activity. Yet, the term ‘religion’ as we understand it today is very much a Western concept. 3 Principal artists and works Michelangelo, Slave, known as Rebel, sculpture, c.1513, acquired 1794 Michelangelo, Slave, known as Dying or Asleep, sculpture, c.1513, acquired 1794 Venus de Milo, sculpture, late Hellenistic, acquired 1827 Leonardo da Vinci, Mona Lisa, painting, 1501–6, acquired 1519 Cimabue, Maestà , painting, c.1270, acquired 1814 Diana of the Louvre (also known as Diana of Versailles), sculpture, Roman copy of Greek o 2.1 Introduction The original TV programme was divided into an introduction and seven sections, each preceded by a simple question that appears on screen. To help you to explore this material, we have split the programme into eight clips, each associated with an activity. Once you have completed all the activities, you will have viewed the TV programme in its entirety and considered some of the questions explored in the original OU course. 5.2 The aftermath of the Holocaust In interwar Europe ethnic Germans had been in an overwhelming majority in the populations of both Germany and Austria. In addition, the two largest minorities spread across the states of interwar Europe, and particularly the states of the centre and east, had been Germans and Jews. The war and the Holocaust produced ‘solutions’ to the questions of both minorities. The Jews of central and eastern Europe who survived were often unwilling to return to their former homes; indeed, many of thos 4.2 Who to blame Browning developed his work on Police Battalion 101 into a book, Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (1992b). The same material was subsequently used, and reinterpreted, by Daniel J. Goldhagen for Hitler's Willing Executioners: Ordinary Germans and the Holocaust (1996). Goldhagen points the finger of blame for the Holocaust precisely at Germany. The Holocaust was, he stresses, a German phenomenon, and he argues that it built on what he det 1.3 Eugenics Just as anti-Semitism was not unique to Nazi Germany, neither were ideas of racial superiority or attempts to create a society peopled by ‘better’ human beings. Politicians, scientists and social commentators in many European countries expressed concern about the ‘degeneracy’ of their respective ‘national stock’ in the years before World War I. Sir Francis Galton – scientist, anthropologist, cousin of Charles Darwin and inspired by his work – had coined the word ‘eugenics’
Activity 7
Activity 2
Activity 1
