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3.3.4 Screen readers and speech synthesisers

A refreshable Braille display is a row of cells each containing pins that represent Braille dots. These pins are raised or lowered to form Braille letters. The screen reader program sends text a line at a time or as set by the user. The hardware is expensive, a 40 character display costs about £4000 ($7000, €6000); so this option is most often used by those in employment. Its main advantage over speech output is that refreshable Braille distinguishes between individual characters, so there
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2.5.1 References

Channel 4 (undated) ‘Watch your language’ [online], London, Channel 4 Television, www.channel4.com/life/microsites/B/bornfreak/language.htm (Accessed 31 July 2007).

DEMOS (2003) website http://jarmin.com/demos/.

DEMOS (2002) ‘Disability Awareness’ module [online], Manchester, DEMOS Project, http://jarmin.com/ de
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2.1 Models of disability

Disability is discussed more frequently now than it was even a single generation ago. You may have come across ‘political correctness’ debates in the media in which the terms used to describe diverse groups of people are discussed.

In this short activity, we ask you to read about models of disability and guidance on terminology. You will also be asked to revisit your list of challenging activities from the ‘Accessibility and disability’ activity and to update it if necessary.
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1.2.2 Usability

The second factor is good practice. In general terms, and business terms, it is good practice to make a product available to as wide a market as possible. A design that incorporates the requirements for disabled students is likely to be more accessible and useful for non-disabled students than a design without such consideration. One example would be a user interface that is usable by a blind person will also be usable by a person whose eyes are busy (for example people who are doing a task t
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3 The challenge of change

…although we may be striving to turn a profession that has the inertia of a supertanker, as individuals each of us is a speed boat that can turn on a dime…

(Pate and Hohn (1994), p. 217)

The American authors of the quote above suggest that PE needs to change so that it places primary emphasis on the promotion of lifelong exercise. However, they consider that this could be slow and difficult
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1. Efficient brain performance

Two sources of fuel are particularly important to ensure a healthy and efficiently functioning brain – oxygen and water. Fortunately, in many countries, both of these are in ready supply! Many schools in the UK are already beginning to recognise the need for students (and their brains) to be sufficiently hydrated, and have installed water-coolers at strategic points. Oxygen is easier to supply, but sitting down for a typical 50-minute lesson could decrease the amount of oxygen delivered to
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3.5 Issues of capability

Very occasionally, issues about the capability of the headteacher may arise during discussions about performance against agreed objectives.

If the appointed performance review governors suspect that the headteacher is not able to meet his/her objectives, they should first consider the circumstances of the school to satisfy themselves that these have not altered significantly to make the objective/s unachievable. If this is the case, they should make necessary allowances when monitoring
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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

Special Restrictions: Teach Global courses are governed by the Teach Global site Te
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Formats

Later in 2013, OpenLearn free courses will be available to be downloaded or taken away in several formats:

  • print format
  • course content XML
  • course content RSS
  • OU XML package
  • IMS Content Package
  • IMS Common Cartridge
  • plain zip
  • Moodle back-up.

At the asset level, the major formats you will find are:

  • text in XML or PDF
  • animations in Flas
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4.3 OpenLearn

The material here on OpenLearn has been cleared for use using the Creative Commons Attribution Non-Commercial ShareAlike 2.0 for England and Wales.

In short, this means you are free to:

  • copy, distribute, display and perform the work
  • make derivative works

as long as you follow these conditions:

  • attribution – you must give the original author credit
  • non-commercial
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3.1 Finding OERs

Activity 3

Use Google’s Advanced Search to find an OER in an area that interests you. It allows you to restric
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2 What makes a good OER?

What is an open educational resource?

The term ‘open educational resource’ is one that encompasses a broad range of items. It can describe a single image or an entire short course, and materials can be in any medium or a mixture. The Organisation for Economic Co-operation and Development (OECD) has defined OERs as ‘digitised materials offered freely and openly for educators, students and
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Round 5: Odd one out

Wikis

Which wiki is the odd one out?

Interactive content appears here. Please visit the website to use it

Answer

Wikileaks is the odd o
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Introduction

This unit introduces you to the concepts of:

  • open educational resources (OERs)
  • issues involved in the creation, use and re-use, and pedagogy of OERs
  • a range of tools and media to support you in developing your own teaching and learning practices.

It will provide you with the skills and confidence to engage in further OER work as both creator and user.


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Learning outcomes

After studying this course, you should be able to:

  • understand the nature and value of the governing body's monitoring role as part of school improvement

  • demonstrate a familiarity with governors and their different forms of monitoring and understand ways in which governors can undertake their role as critical friends of the school

  • reflect upon the importance of sharing information between members of the governing body and school staff


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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 4.0 Licence

Sue Platt has been a school governor for 21 years, at both primary and secondary phase school
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References

OFSTED Handbook for Inspecting Secondary Schools (HMI 1360) (2003), London.
Martin, J. and Holt, A. (2002) Joined-up Governance, Ely, Adamson Books.
Sallis, J. (2000) Basics for School Governors, Stafford, Network Educational Press Ltd.

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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 licen
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Conclusion

I hope you now have a better idea of what it means to visualise a piece of mathematics.

Visualising is a critically important process when mathematicians and others actually do mathematics. Unfortunately, the process of visualising does not appear in publications, which all tend to be displayed very formally and are mostly restricted to the final results.

As teachers we need to ensure that we are very aware of all the processes of mathematics and so we must always attempt to know
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4 Putting plans into action

In part, the business manager can and should be an ‘educational resource manager’. By having someone who concentrates on areas such as administration, facilities management or human resources, it allows others to focus on teaching.

When I applied for the post of business and community manager, the advertisement specified that the successful candidate would have ‘an empathy and understanding of comprehensive education’.

The head explained after my appointment that he did no
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