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Acknowledgements
This unit examines Hume's reasons for being complacent in the face of death, as these are laid out in his suppressed essay of 1755, ‘Of the immortality of the soul’. More generally, they examine some of the shifts in attitude concerning death and religious belief that were taking place in Europe at the end of the eighteenth century, through examination of this and other short essays.
References
This unit examines Hume's reasons for being complacent in the face of death, as these are laid out in his suppressed essay of 1755, ‘Of the immortality of the soul’. More generally, they examine some of the shifts in attitude concerning death and religious belief that were taking place in Europe at the end of the eighteenth century, through examination of this and other short essays.
Learning outcomes
This unit examines Hume's reasons for being complacent in the face of death, as these are laid out in his suppressed essay of 1755, ‘Of the immortality of the soul’. More generally, they examine some of the shifts in attitude concerning death and religious belief that were taking place in Europe at the end of the eighteenth century, through examination of this and other short essays.
References Acknowledgements References Learning outcomes Acknowledgements References Learning outcomes Acknowledgements Conclusion Learning outcomes Learning outcomes 2.6.1 The phenomenological perspective The term ‘phenomenology’ is a good example of polysemy, as it has different meanings according to the academic context in which it is found. There are scientific phenomenology and philosophical phenomenology, for example, and the sociologists Ken Thompson and Kath Woodward describe phenomenology as, ‘The development in sociology of a philosophical approach which focuses on people’s consciousness of their experiences and how they interpret the world; the meaning it has for th Acknowledgements Learning outcomes References Learning outcomes After studying this unit you should be able to: discuss how children's early experiences with their parents/caregivers, siblings and peers contribute to the learning of new skills and problem-solving techniques; understand how parents/caregivers use talk and play in informal teaching and learning exchanges with toddlers and young children to communicate social and cultural practices; understand key psychological and educational theories and concepts
This unit examines the area of the brain based learning with a particular focus on the development of the young child's brain and is of particular relevance to those who work with young children. We begin by looking at the structure and functions of the brain, and the impact that sensory deprivation can have on these. We consider the implications of current understandings of brain development for teaching and learning, particularly in an early years setting, and finish by exploring the value of
This unit examines the area of the brain based learning with a particular focus on the development of the young child's brain and is of particular relevance to those who work with young children. We begin by looking at the structure and functions of the brain, and the impact that sensory deprivation can have on these. We consider the implications of current understandings of brain development for teaching and learning, particularly in an early years setting, and finish by exploring the value of
This unit examines the area of the brain based learning with a particular focus on the development of the young child's brain and is of particular relevance to those who work with young children. We begin by looking at the structure and functions of the brain, and the impact that sensory deprivation can have on these. We consider the implications of current understandings of brain development for teaching and learning, particularly in an early years setting, and finish by exploring the value of
This unit explores the Holocaust, as the destruction of European Jewry is commonly known. The mass killing represented by the Holocaust raises many questions concerning the development of European civilisation during the twentieth century. This unit, therefore, covers essential ground if you wish to understand this development.
This unit explores the Holocaust, as the destruction of European Jewry is commonly known. The mass killing represented by the Holocaust raises many questions concerning the development of European civilisation during the twentieth century. This unit, therefore, covers essential ground if you wish to understand this development.
This unit explores the Holocaust, as the destruction of European Jewry is commonly known. The mass killing represented by the Holocaust raises many questions concerning the development of European civilisation during the twentieth century. This unit, therefore, covers essential ground if you wish to understand this development.
In this unit we examine the Royal Pavilion at Brighton, and its relationship to nineteenth century romanticism and exoticism. We begin with a biographical discussion of the Prince of Wales, afterwards Prince Regent and eventually King George IV, to whose specifications the Pavilion was built. With the help of video and still images we take a tour of the Pavilion, examining the exterior then a series of interior rooms as a visitor in the 1820s may have experienced them. Besides this we look at co
In this unit we examine the Royal Pavilion at Brighton, and its relationship to nineteenth century romanticism and exoticism. We begin with a biographical discussion of the Prince of Wales, afterwards Prince Regent and eventually King George IV, to whose specifications the Pavilion was built. With the help of video and still images we take a tour of the Pavilion, examining the exterior then a series of interior rooms as a visitor in the 1820s may have experienced them. Besides this we look at co
In this unit you will be introduced to a variety of Delacroix’s work and see how his paintings relate to the cultural transition from Enlightenment to Romanticism. You will study Delacroix’s early career, his classical background, the development of Romantic ideas and their incorporation into his work. You will have the opportunity to study some of his most important paintings and compare them to works favouring a Neoclassical approach. You will also be able to see how his themes, subjects
Access to healthcare is important to all of us. Did the arrival of state medicine in the twentieth century mean that everyone had access to good medical services? If you fell sick in 1930 where could you get treatment – from a GP, a hospital, a nurse? This unit shows that in the early twentieth century, access to care was unequally divided. The rich could afford care; working men, women and children were helped by the state; others had to rely on their own resources.
The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice.
The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice.
