2.5.1 Sentences We can see that Philip knows what a sentence is because he writes some perfectly good ones. For example: In many ways going into urban life from the countryside was beneficial to woman of the upperclass. This sentence begins with a capital letter and ends with a full stop. It has a subject (urban life) and a main verb (was). As any sentence is, it is a self-contained ‘unit of meaning’. It m
2.5 Other aspects of writing Now we will look at the way Philip and Hansa wrote and presented their essays. Did you find them both easy to read? As regards Philip's, my answer is, ‘yes and no’. It is sometimes easy because he has a fluent way with words. But it is often difficult because he does not use enough punctuation to help us make sense of his words, and because of certain mistakes he makes. I found Hansa's essay easier to read. Her writing is more technically correct and more assured than Philip's. But
References 3.2 Consciousness of the body Phenomenological theorists distinguish between the subjective body (as lived and experienced) and the objective body (as observed and scientifically investigated). These are not two different bodies as such (phenomenologists pride themselves on overcoming dualisms!); rather they are different facets of our experience and consciousness. The body-subject, or subjective body, is the body-as-it-is-lived. I do not simply possess a body; I am my body (Merleau-Ponty, 1962 4.3 Attending across modalities The preceding section raised the issue of attention operating (and to some extent failing) across two sensory modalities. By focusing on distraction we ignored the fact that sight and sound (and other senses) often convey mutually supporting information. A classic example is lip-reading. Although few of us would claim any lip-reading skills, it turns out that, particularly in noisy surroundings, we supplement our hearing considerably by watching lip movements. If attention is concerned with u 1.1 Introduction To cover some of the concept of attention (we have only a unit, and there are whole books on the subject) I shall follow an approximately historical sequence, showing how generations of psychologists have tackled the issues and gradually refined and developed their theories. You will discover that initially there seemed to them to be only one role for attention, but that gradually it has been implicated in an ever-widening range of mental processes. As we work through the subject, two basic i 3 What does the data tell us? Data never gives you the answers: it helps you to ask the questions. (Hawker, 1998) Realistically, what governors can glean from attainment data, without assistance from the professionals, either in school or through the Local Authority (LA), may be limited, depending on your experience of reading statistical information. A single set of figures, relating to only one year's results, may n 1.3. Moving forward Language is constantly changing: words come and go and human history is caught like a fly in amber in words we use without thinking every day. By developing in our students the awareness of links, cognates, changes in meaning, oddities of spelling and sound, we enrich not just their mother tongue and foreign languages but their knowledge of global history of the last two thousand years. The state 1.1 Teaching languages: language awareness Refresh this screen to play the animation file below, or click 'Launch in separate player' to open the file in a larger window (recommended). Acknowledgements This unit was prepared for TeachandLearn.net by Ronnie Goldstein and Alan Bloomfield. Ronnie Goldstein was formerly a lecturer in the Faculty of Educational and Language Studies at The Open University. Alan Bloomfield is Deputy Head of School of Education at Cheltenham and Gloucester College of Higher Education. The content acknowledged below is Pr References 2.3 Co-analysis of practice Carrying out observations of the student teacher is an important part of mentor activity and one of the major ways that mentors gather evidence to improve practice. Observations are most useful when they are followed by an opportunity for the mentor and student teacher to debrief the session, consider the implications of what happened and set targets for further development. This process of observation and debriefing is called co-analysis of practice. Observations provide evidence for f Las formas que se utilizan para definir el arte ¿Recuerda algunas de las formas que se utilizan para definir el arte en la discusión que acaba de oír? Vaya a la transcripción del extracto 2 y anote las fórmulas utilizadas para definir el arte. 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 1.2 Explaining what we find out How do we make sense of what we saw? The video tells the story of the hospital in dramatic tones: we hear about a riot, escapes, punishment and drug treatment regimes. But we also hear about football matches, dances and friendships. Even so, they are only part of the story of 60 years and many hundreds of people's lives. We saw several volumes of detailed records. What can be learnt from so much information? How can Howard Mitchell begin to organise all these facts and accounts? One way References Introduction The current political agenda requires service users' views to be incorporated into the design of health and social care services (Department of Health, 2006). Services are assessed by the quality of the outcomes they provide for users. Frontline managers are responsible for gathering service user views on their needs. Whose views should be taken into account? How do managers gather views? This unit helps you consider ways of getting feedback from service users, and shows the inclusive approac 1.2 Hearing about critical practice Listen to the following audio clips, ‘Panel discussion on critical practice’, Part 1: Critical practice. 2.2.2 Florence Foster In 2000, Florence Foster was in her sixties. For a number of years, she had lived in a tenement in Dundee owned by a private landlord. As she describes in the programme, her accommodation was extremely damp and difficult to heat. There was green mould growing in the wardrobe in her bedroom, and all the window frames were rotten. She was dependent on electric fires for heating, which she had to pay for through a card meter. Her weekly income did not enable her to put sufficient cards in the me 4 Audio clip 1: John In this first clip, Julia Johnson, from the Open University, talks to John, who had been sleeping rough in the city and living in an abandoned van in a car park for three weeks. At the time of the interview, John was 43. He was born in a town near Swansea, but had spent much of his life in institutions. His childhood was spent in a large ‘mental handicap’ hospital, which has now closed. Some years after his discharge, he and his brother were arrested, and subsequently imprisoned for
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Actividad 4
Activity 2
