Introduction This unit is about the very basic study skills of reading and taking notes. You will be asked to think about how you currently read and then be introduced to a some techniques that may help you to alter the way you read according to the material you are studying. In the second section you will be asked to look at some useful techniques for note taking and how you may apply them to the notes you make. This material is from our archive and is an adapted extract from Introducing the soc
3.4 The ‘flanker’ effect A potential problem for the feature integration theory is the fact that the time taken to understand the meaning of a printed word can be influenced by other, nearby words. Of itself, this is not surprising, because it is well known that one word can prime (i.e. speed decisions to) another related word; the example nurse – doctor was given in Secti
2.6 Summary of Section 2 The results of the visual attention experiments we have considered can be interpreted as follows. Attention can be directed selectively towards different areas of the visual field, without the need to re-focus. The inability to report much detail from brief, masked visual displays appears to be linked to the need to assemble the various information components. The visual information is captured in parallel, but assemb
2.5 Masking and attention Before I summarise the material in this section, and we move on to consider attentional processes with clearly-seen displays, it would be appropriate to consider the relevance of the masking studies to the issue of attention. We began the whole subject by enquiring about the fate of material which was, in principle, available for processing, but happened not to be at the focus of attention. Somehow we have moved into a different enquiry, concerning the fate of material that a participant was
2.3 Towards a theory of parallel processing When people are asked to guess about masked material, they are commonly able to provide some information, but it often lacks detail. For example, if participants in a Sperling-type experiment have recalled three letters, but are pressed for more, then they can often provide one or two. However, they generally do not know information such as whereabouts in the display the letters occurred, or what colour they were. These, of course, are exactly the kinds of detail that can be used to select it
3.1.1 Treatment or management? In the preceding paragraph you will notice that we talked generally about the treatment of conditions, but referred to ‘managing’ dyslexia. Why did we do this? It relates to the following important general issues:
Is treatment (i.e. intervention) warranted? We mentioned this issue when we were discussing sociocultural or personal distress based definitions of abnormality. Intervention is not always desi 1.8 Reflecting on definitions of ‘abnormality’ The main thing to remember is that the way that ‘abnormality’ is defined will have consequences for the method of identification. It will also impact on people's expectations of their future development. For example, we discussed the way that dyslexia is defined in relation to a person's IQ. Does that mean that if someone has a low IQ and an even lower reading age we should adjust our expectations of what that person can achieve with help, or let IQ influence how much help is offered? Sim 2.2 Researching ourselves Psychology aims to provide understandings of us, as humans. At a personal level this closeness to our private concerns draws us in and excites us. However, since psychologists are humans, and hence are researching issues just as relevant to themselves as to their research participants, they can be attracted towards researching certain topics and maybe away from others. This is perhaps more evident for psychological research that is most clearly of social relevance. At a societal level all kin Learning outcomes This unit will help you, as a school governor, to: explore the relationship between the full governing body and the headteacher, as the school's senior professional; understand the need for building sound working relationships across the whole school; develop your confidence in supporting your school while, at the same time, providing an element of challenge; consider how the governing body works with other stakeholders, particularly 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 Text: DfES ‘Constitution of governing bodies – overview’, 3 Sharing the workload The new terms of reference for the premises committee of one nursery school were clear. The committee would meet three times: in October, February and June. In October they would tour the school with the headteacher and agree what improvements could be made to the school environment. In February they would check how the work was progressing, identify the money that was to be available from the budget in April, and agree thei 4.7 Informing students Students need accurate information about accessibility before they enrol on a course. This may seem like common sense, but it is a significant contributor to students’ legal complaints. It is important that details of reasonable adjustments are carefully recorded, including the limitations of alternative formats and accessible design. The second accessibility activity, ‘Specifying, designing and evaluating accessibility’, will look more closely at specifying and evaluating web resources 4.6.1 What if a learning objective CAN'T be achieved? What can you do if you have considered all the adjustments appropriate for a particular student and you have determined that they can't achieve the learning objective? 3.14 References BBC (2005) ‘Men's health’, London, British Broadcasting Corporation, http://www.bbc.co.uk/health/mens_health/index.shtml (Accessed 31 July 2007). British Dyslexia Association (2005) ‘What is dyslexia?’. Reading, British Dyslexia Association, http://www.bdadyslexia.org.uk/extra329.html (Accessed 31 July 2007). RNIB (2005) ‘About sight loss – changing the way we think about blindness’ [online], London, Royal National Institute of the Blind (Accessed 31 July 2007). 2.2 Defining disability So, what do we mean by the term ‘disability’? The Open University doesn't define the term, but offers services to any person with ‘a disability, health problem, mental-health difficulty or specific learning difficulty (such as dyslexia) that affects their ability to study’ (Open to Your Needs
booklet, pdf file, 2005). In the UK the main legislation used to improve the treatment of disabled people and to manage resources is the Disability Discrimination Act (DDA). T 3.1 Introduction The following PDF document contains pages from Section 11 of the Open University publication ‘The Legal Framework’, which was written for the OU Masters Programme in Education. Introduction Target setting for pupil attainment is seen as being a means of raising standards in schools through placing pupil achievement at the core of school planning. This unit will help governors of primary schools ensure that appropriate targets are set and provide guidance on assessing the data that needs to be evaluated to come to such decisions. 2. What is strategic direction? In order for governors to be effective and to stand any chance of being involved in the process of raising standards, they 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 6.2.2 Industrial relations In addition to these two government departments dealing with working conditions, the UK system of industrial relations has the
Advisory, Conciliation and Arbitration Service
(ACAS), a semi-independent body that mainly deals with dispute resolution issues between workers and employers. At its website there is information on employment rights, time off, worker consultation, trade union representation, equality and discrimination, parents at work, pay, discipline and dismissal. The
Other acknowledgements
Activity 2: Meeting legal requirements in Scotland
