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8 Conclusion
Discrimination in the labour market exists in many forms: the ‘glass ceiling’ ageism, racism, etc. This unit will help you look at this problem with a new perspective: through economics. You will learn how economists have tried to understand what drives this distortion of the labour market and why women and the ethnic minorities seem to suffer the most.
Author(s): The Open University

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4 Forms of discrimination
Discrimination in the labour market exists in many forms: the ‘glass ceiling’ ageism, racism, etc. This unit will help you look at this problem with a new perspective: through economics. You will learn how economists have tried to understand what drives this distortion of the labour market and why women and the ethnic minorities seem to suffer the most.
Author(s): The Open University

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1.5 Making the most of your reflections
How do we learn? Understanding ‘how’ is the key to learning more effectively. This unit looks at the three main categories of theories: the acquisitive, constructivist and experiential models of learning. There is no right way to learn but developing an active approach will ensure that you are open to new ideas.
Author(s): The Open University

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1.7 More Sassoon voices: exercise
In this unit we will consider how language can be used in different ways for different purposes. To do this we will use the theme of memorial and commemoration. In the first section we briefly discuss the life of the poet Siegfried Sassoon before examining both his poetry and prose. Through this we will see how he conveys meaning in different ways for different audiences using different forms. Following this we discuss more generally how different meanings can be conveyed using prose and poetic
Author(s): The Open University

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9.6 Debate 3: politics in the novel
Sunset Song was written in the early 1930s and is still one of the best-known and most-debated Scottish novels. In this unit, we discuss whether Sunset Song succeeds as critique of capitalism and whether it has value as a work of literature separate from its propagandistic ambitions.
Author(s): The Open University

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References

Greater London Authority (2002) ‘Trafalgar Square and Parliament Square Gardens  (Amendment No: 1) Byelaws 2002’, [online] The Stationery Office, London, (Accessed 24 July 2007).
Muylle, K.J. (2003) ‘Improving the effectiveness of parliamentary legislative
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References

Hoffman, D. and Rowe, J. (2003) ‘The Convention and the United Kingdom’, Human Rights in the UK: A General Introduction to the Human Rights Act 1998, London, Pearson Longman.
Community Legal Service Direct Information Leaflet 7 (2005) The Human Rights Act: What it means for you, Legal Services Commission.

He's got the whole world in his hands: US History and its discontents in the Obama Era
Robin Kelley's inaugral lecture comments on the absence of discussion about race as connected to Barak Obama's presidency, particularly in light of American history and politics.
Author(s): Robin D Kelley

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Rights not set

Learning outcomes
From politics to cookery, ratios, proportions and percentages are part of everyday life. This unit is designed to help you become more familiar with how figures can be manipulated, then you can check whether that discount really is as big as they claim!
Author(s): The Open University

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References

Hughes, M. (1991) Closing the Learning Gap, Network Educational Press Ltd.
Lucas, W. (2001) Power Up Your Mind, Nicholas Brearley Publishing.
Rose, C. (1985) Accelerated Learning, Accelerated Learning Systems Ltd.
UNESCO (1977) Suggestive, accelerative learning and teaching: A manual of classroom procedures base
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1.2 The warm up

The importance of an effective warm up to prepare the body for physical exertion cannot be emphasised enough.

Warm-up activities for dance should:

  • mobilise the joints;

  • increase the internal temperature of the body;

  • increase the heart rate and blood flow to the muscles;

  • make the muscles warm and pliable;

  • increase the range of movement around the joints;

  • increase
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ScienceCasts: Don't Judge a Moon by its Cover
Superficially, Saturn's moon Phoebe doesn't look much like a planet, but on the inside, the little gray moon has a lot in common with worlds like Earth. (03:49)
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4 Summary

Commentators (e.g. Pijl et al., 1997) have described inclusive education as ‘a global agenda’. The persistence of the forces that marginalise individuals or groups of learners, and also the models that would categorise them in particular ways, makes the struggle for inclusion an ongoing one.

You will see why at the start of this section we felt it important to define what we and others may mean when we use the term ‘inclusion’. This is because understanding what
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Introduction

This unit draws attention to the value of a sociocultural understanding of spoken language in the processes of teaching and learning. It focuses upon how language can be used for persuasion, control and argument, and how dialogue can act as an aid to development. Along with some background reading and activities this unit offers opportunities for the evaluation of some selected classroom talk.

This material is from our archive and is an adapted extract from Language and literacy in a
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1. Technologies for Collaborative Democracy (April 4, 2008)
science, technology, engineering, computer, law, politics, communication, democracy, lawyer, design, software, justice, social, legal, code, blog, e-petition, complaint, government, institution, network, collaboration, diversity, digital, civic, virtual,
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Napoleonic paintings
In this unit we will examine a range of Napoleonic imagery by David, Gros and a number of other artists, beginning with comparatively simple single-figure portraits and moving on to elaborate narrative compositions such as Jaffa and Eylau. In so doing, we will have three main aims: to develop your skills of visual analysis, to examine the relationship between art and politics and to introduce you to some of the complex issues involved in interpreting works of art.
Author(s): The Open University

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Acknowledgements

This unit was written by Ms Eva Solzman

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
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Acknowledgements

This unit was written by Dr Steve Padley

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 reproduc
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Learning outcomes

By the end of this unit you should be able to:

  • have an understanding of the basic technical terms associated with plays;

  • be able to make the most out of a text of a play.

Introduction

Do you want to get more out of drama? This unit is designed to develop the analytical skills you need for a more in-depth study of literary plays. You will learn about dialogue, stage directions, blank verse, dramatic structure and conventions and aspects of performance.

It's not necessary for you to have previously read any of the plays mentioned in the unit before embarking on it, but to get the most from it you may like to obtain texts of the following:

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