2.8.1 Learning about verbs
You and Christine go to a shop to buy a film for your visit to the museum.
Key Learning Points
Talking about time Asking for goods and services Learning about verbs Using verb forms: nous a
2.5.2 Activités 26 et 27 Prepare a short oral description of a town with which you are familiar. In your presentation, include the following: dans ma ville…< From sound to meaning: hearing, speech and language 6. Conclusion This unit explored at length some of the difficult issues around the topic of communication, difference and diversity. The analysis of three specific dimensions of ‘difference’ – ethnicity, gender and disability – showed some of the complexities involved in any discussion of these issues. As you reach the end of this unit, you may feel overwhelmed by the range of perspectives and approaches described. The Introduction claimed that good or effective communication involves taking accoun 1.4.1 Taking on a role You can only succeed with a projection of yourself which other people are prepared to accept. And you then have to play out the scene the way others in the situation expect it to be played. Reg and Glenda did not start their opening scene from nothing. They were working within widely shared understanding of home help work, which views it as version of ‘housework’. Cleaning and shopping are seen as traditional ‘women’s work’ – low in status, poorly paid and weakly defined in 1.3.1 Social interactions The sociologist Erving Goffman studied how people relate to each other across a wide range of situations. According to him, each of us enters into ‘social interactions’ with an interest in trying to control what goes on. A social interaction is any kind of situation in which people communicate with each other or do things together. After all, much of what we do in life, we do through dealings with other people. We negotiate the routine business of daily life through interactions wi Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: The material acknowledged below contains Proprietary content which is used under licence (not subject to C References 5 Audio clip 4: Sarah Fletcher At the time of the interview, Sarah Fletcher was 23 and disabled. She had just finished her degree in Social Policy at Lou 4.3 Measuring your heart rate The most common way of measuring heart rate is by feeling the pulse at one of the arteries. The pulse is quite literally that – a pulse of blood running through the artery each time the heart does one pumping motion. Learning outcomes After completing this unit you should be able to: Knowledge and understanding evaluate end-of-life care approaches in the UK and challenges to care delivery. Cognitive skills evaluate the usefulness of theoretical models of death, dying and bereavement; recognise the relevance of critical social perspectives associated with death, dying and bereavement. Practical and/or professional skills 2.2 Video activity This activity asks you to watch the three video clips below. As you are watching, try to identify any examples you see of consultation and involvement, and what Jane sees as the key factors in the way Redcar & Cleveland Mind has developed these processes. Make notes as you go. 8 Perspectives The LETSLINK UK website provides information and news about LETS initiatives in the UK. The American sociologist Robert Putnam has argued powerfully for the importance of social capital – something which is built up collectively through the voluntary activities of individuals participating in community organisations and other community activity – leading to a bonding of the member Learning outcomes By the end of this unit you should be able to: give examples of assessment by health or social care workers. 4 Comment on the audio clips In the audio clips, Angela Yih defined fuel poverty as any household which had to spend more than ten per cent of its income on energy, (believed to apply to 700,000 people in Scotland). This is, of course, a rather vague definition, one that conveys nothing about the effectiveness, or otherwise, of what is spent on keeping warm. As you heard, many people spent as much as 20 per cent or more of their income on fuel, and were still unable to heat their homes adequately in winter. However, this 2.2.1 Thomas Marnie At the time of recording, Thomas Marnie was in his fifties. He had worked in a jute, and later a polypropylene fibre factory 5 Quality of life ‘Quality of life’ is beginning to be seen as significant by health policy makers. But this raises all kinds of problems about evaluating initiatives to promote wellbeing and quality of life. If health is difficult to define then quality of life is even harder. You will have difficulty finding a tight definition. As George and Bearon state: On the whole, social scientists have failed to provide consistent 4.1 Introduction: the social context of social work Extract 1 discussed the four components of good practice: Knowledge, Skills, Values and Process. From Extract 2 you will now have an understanding of ‘individual people’ in soci 3.4 Case study 2 A widely used approach in child care was the ‘curative’ policy (Midwinter, 1994). This sought to treat those children and adults deemed deficient in some way in locations specially set up for the purpose. These institutions were often forbidding places, offering a harsh ‘cure’ to those unfortunate enough to be admitted to them. This was the fate of many disabled children in the course of the 20th century. Of particular relevance is Out of Sight: The Experience of Disability 1900– 3.3 Case study 1 For much of the last century, many children who would today be regarded as being in need were caught up in the long-running child migration scheme. This scheme had been running throughout the 19th century and into the 20th century and its role was to export children to the outposts of the Empire. In all, it is estimated that 150,000 children were exported in this way (Bean and Melville, 1989). The scheme continued to run throughout the post-war years, which saw a rapid expansion of children's
Activité 26
Human communication is vastly more complex than that of any other species we know about. It is so complex that linguists are only just beginning to identify the processes in the brain that are related to understanding language. This unit looks at how language is understood by taking an interdisciplinary approach. First published on Thu, 22 Mar 2
