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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

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Illustration by E
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Dépôt de couches minces par thermo-évaporation

Présentation des couches minces et de ses utilisations. Réalisation pratique de l'évaporation par effet Joule sous vide.

Vidéo issue du projet VideoManip dont l'objectif est la réalisation de courtes séquences filmées, montrant des expériences réelles, qui seraient à la fois trop complexes pour être montées et montrées en amphi, et pas assez riches d'enseignement pour justifier un TP de plusieurs heures. Les sciences de l'ingénieur consistent à utiliser un phénomèn
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5.1 Review

One of the central aims of this unit has been to give you a sense of being part of an exciting educational development. We have therefore set the employment of teaching assistants in the context of the widespread growth of a new paraprofessional workforce across public services. We have noted the gendered nature of this workforce in schools, identified reasons why local parents in particular are attracted to working in schools, and highlighted the valuable contribution that teaching assistant
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2.2 Profile of teaching assistants: an overview

Traditionally the primary education sector has employed a high proportion of women teachers. In England and Wales in 1980, male teachers constituted around 23 per cent and female teachers 77 per cent of the workforce (DES, 1980). By 1999 the number of men had decreased to 17 per cent and that of women had increased to 83 per cent (DfES, 2002). There is reason to think that this trend is continuing. Primary teaching is certainly a ‘feminised’ workforce, but there are also anomalies re
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2.1 Who are the paraprofessionals?

So who are the paraprofessionals in the UK and, given the relatively recent need for their labour, where have they come from? As we noted earlier, the great majority of paraprofessionals are women. Between 1995 and 2004, The Open University trained some 3775 teaching assistants through its specialist teacher assistant (STA) course. Many of the women were mothers, and only 37 (about 1 per cent) were male. Heather Wakefield (2003), head of local government liaison at UNISON, emphasises the link
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1.3 Shift in core duties

Over the last ten years, many teaching assistants across the UK have experienced a notable change in their day-to-day involvement in schools. A student on The Open University's specialist teacher assistant (STA) course, who started working in schools in 1975, described the shift in her role as ‘from pencil sharpener to work planner’. Another student who had extensive experience of working with children with special educational needs talked of moving ‘from just caring, to learn
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1 The rise of the paraprofessional


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Learning outcomes

By the end of this unit, you should:

  • be able to discuss how the UK's teaching assistant workforce came into being;

  • be developing your understanding that teaching assistants are part of a wider, paraprofessional workforce in the public services of health, social services and education;

  • have insights into the diverse roles and responsibilities of teaching assistants, and their distinctive contributions across the UK;

  • be able to identify
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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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Ancient Aztec - Quiz
Test your knowledge on The Aztecs through this multiple choice quiz.
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Learning outcomes

By the end of this unit, you should have developed a knowledge and understanding of:

  • the differences between spoken and written English;

  • the factors that influence use of grammar and vocabulary in speech and writing;

  • the different ways in which grammar has been described.

Introduction

Some people think that the difference between speech and writing is that people use longer words in writing. In some writing this is true, but there are also significant differences, many of which are grammatical. In this unit you will develop knowledge and understanding of the differences between spoken and written English, factors that influence our use of grammar and vocabulary in speech and writing, and different ways in which grammar has been described.

This unit is an adapted extr
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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:

The content ackno
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Algebra and Telescopes
NASA Connect Segment discovering algebra and how algebra is used in telescopes. Explores Galileo's fifteenth century telescope and the Milkyway Galaxy. (05:02)
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10.3.1 Test your writing skills

Look at this photograph of a building in the city of La Serena. Describe what you see, using the prompts below.

Observe y describa.

  • (a)  ¿Qué hay en la calle?

  • (b)  ¿Cómo es el edificio?

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10.1.1 Test your vocabulary

  1. Note the incorrect option.

    Tache la opción incorrecta.

    • (a) La iglesia es…

      (i) gótica (ii) blanca (iii) cómoda

    • (b) La estación de tren es…

      (i) moderna (ii) festiva (iii) antigua

    • (c) En este bar hay…

      (i) una pista de baile (ii) unos sillones (iii) un campanario

    • (d) En el polideportivo hay
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10.1 Part A

This session consists of a self-assessment test which will give you an idea of the progress you have made throughout this unit. In the answers, you will also find explanations and revision tips.


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9.8 EL CANCIONERO

It's time for another song. Read the following steps and do them in the order you prefer.

  1. Listen to this popular children's song.

    Escuche la canción.

  2. Wha
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9.5 CRUCIGRAMA

Complete the crossword (there's a printable version below). Which cities are the following buildings and districts in?

Complete.

  • Horizontales

  • 3 La Al
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9.3 PLATO DE ESPAGUETIS

Find out which of the following words go together by following the spaghetti strands.

Busque los pares.


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