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Woodward, K (2004) Questioning Identity: gender, class, ethnicit
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Figures

Figure 2 Co
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The East Side story: How executive uncertainty created an accession conditionality that never was
A presentation given by Research Fellow Cristina Parau at Wolfson College on February 24th 2009. Dr Parau is also a member of the Centre for Socio-Legal Studies in Oxford. Europeanization scholars study the impact of the European Union (EU) on domestic politics. The literature on the impact of the EU on the domestic politics of accession countries in Eastern Europe has focussed too narrowly on the formal conditions for accession to the EU stemming from Brussels. Accession conditionality and the
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Learning outcomes

After studying this unit you should be able to:

  • identify and describe what is meant by a formal rule and understand the problems associated with rule making;

  • explain what is meant by policy and why it is important;

  • understand how formal rules are constructed;

  • explain the difference between specific and general rules, and why the difference matters;

  • explain why the language of formal rules is important;

  • ex
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References

Lewis, G. and Phoenix, A. (2004) ‘Race ‘ethnicity’ and identity’ in Questioning Identity, K. Woodward (ed.), London, Routledge/The Open University.
The Runnymede Bulletin (1999) ‘Black deaths in police custody’, no.319, September, pp.8–9.
Sardar, Z., Ravetz, J. and Van Loon, B. (1999) Introducing Mathematics, Cambridge, Icon Books.
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1.3.2 Stages in reading qualitative evidence

As with numbers, we need to approach qualitative evidence systematically and with purpose, and not just assume we know what it means.

1.2.3 Stage 1: Preparation

Numbers and diagrams are highly abstract and condensed summaries of the world. They require a degree of mental effort to bridge the gap between them and the aspects of the ‘real’ world they stand for. Approach them slowly and with care, allowing yourself time to get the feel of what you are looking at. Don't assume you already know what you are looking at.

1.2.2 Stages in reading numbers and diagrams

Having established roughly what we are looking at when we see a table of numbers or a diagram, how do we read it systematically? It may be best to think of this as a process with several stages.

Learning outcomes

After studying this unit you should be able to:

  • identify that social scientists can collect evidence to support their claims and theories in different ways;

  • give examples of quantitative and qualitative evidence;

  • recognise a variety of methods for obtaining evidence;

  • understand the ways in which evidence can be presented; how to read it actively and with purpose.

1.3 Active reading

Whatever the specific objective of reading, as a student you will always need to read in an active way. Active reading involves reading with a purpose; that is reading in order to grasp definitions and meanings, understand debates, and identify and interpret evidence. It requires you to engage in reading and thinking at one and the same time in order to:

  • identify key ideas

  • extract the information you want from the text
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1.5 Defining dyslexia
Dyslexia is a condition affecting literacy skills. This unit analyses how our image of normality affects the way we as a society define such conditions. You will learn how important it is to integrate the different psychological accounts of dyslexia in order to provide a full explanation of potential causes and strategies for remediation.
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Introduction

We know that the brain has a hugely important role to play in the students' learning that goes on in our classrooms. However, surprisingly, scientists still know relatively little about the workings of the brain, and most of what we do know has been discovered only in the last 15 years. Our challenge is to ensure that what we do know about the brain is translated into classroom practice and used to maximise student learning – this is the idea at the heart of Accelerated Learning. This unit
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1.3.2 Exploring other activities

After trying Activity 3 you may want to explore some of the other resources given or even develop your own, in which case the Global Dimension section of the ASE site or the New Scientist online may be helpful starting points.

One way of bringing global science into the classroom is by using ‘off-the-shelf’ activities that:

  • exemplify curriculum content – for example, iron was extracted from its ore in a precursor of the blast
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1 6. Conclusion

This unit has explored the ways in which moving and still images may motivate and inspire pupils in their understanding of music. You may find it helpful to share your experiences of using images with your peers, perhaps through a short presentation to your department.

1.5.2 Resources

Resources on film music can be difficult to come by. There has been a gradual increase in the range and number of books available, and the bibliography you can get by clicking on the link below should help guide you towards useful texts.

Click 'View document' to open Indicative film music bibliography

Soundtrack albums are now released for many films, and DVDs occasionally include composer i
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Learning outcomes

By the end of this unit, you will have:

  • an awareness of methods of introducing film music to secondary school pupils;

  • an understanding of how the concept of music accompanying image can be applied to skills of composition;

  • an awareness of how to develop techniques of appraising and analysing film music through classroom activities.

Introduction

There are many approaches to using film music in the classroom, including:

  • a focus on pupil experience;

  • a focus on the structure of composition;

  • a focus on the relationship between music and image;

This unit will explore some of these approaches through various activities.

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 content acknowledged below is Proprietary and is used under licence.

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Learning outcomes

On completion of this unit you should be able to:

  • understand how the use of objects and museum activities can enhance pupil learning;

  • explore the museum resources and support available to teachers, and the ways of accessing those services.

Introduction

Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordina
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