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5.4.1 Introduction and Starting
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
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5.2 Tests as a selection tool
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
Author(s): The Open University

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4.12 Candidates make decisions too
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
Author(s): The Open University

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4.7 Attracting applicants
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
Author(s): The Open University

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2 Explaining fertility decline from a feminist perspective

Feminist theory underpins one of the most influential historiographies of fertility decline and it allows us to foreground gender as a dominant feature in questions of heterosexuality and parenthood. This is not to suggest that divisions of class, ‘race’, (dis)ability and generation are unimportant in this historical phenomenon, and any full understanding of fertility decline would be incomplete without including them. But in this unit the main focus will be on gender and these other
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Topos, Compasses, and Triangles, Oh My!
In this activity, students will learn how to actually triangulate using a compass, topographical (topo) map and view of outside landmarks. It is best if a field trip to another location away from school is selected. The location should have easily discernable landmarks (like mountains or radio towers) and changes in elevation (to illustrate the topographical features) to enhance the activity. A national park is an ideal location, and visiting a number of parks, especially parks with hiking trail
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Raging Rivers
The lesson introduces students to the steps of the water cycle and rivers. They think about the effects of communities, sidewalks and roads on the natural flow of rainwater. Students also learn about the role of engineering in community planning and protecting our natural resources.
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Learning outcomes

After studying this unit you should be able to:

  • grasp the concepts of nation, nationalism and self-determination;

  • have a better understanding of the role they play in current political disputes;

  • think about the problem of how to take democratic decisions about secession;

  • relate political theory to political practice more rigorously;

  • take a more informed and active part in debates about national and international politic
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3.6.1 Saying thank you and acknowledging current contribution
Legacy fundraising, big-gift seeking are all part of the professional fundraiser's role. This unit will help you to gain the skills necessary to persuade individuals to become donors. How do you change people's ideas about methods of giving, moving them from casual street donations to regular direct debit giving?
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3.6 Extending and sustaining involvement
Legacy fundraising, big-gift seeking are all part of the professional fundraiser's role. This unit will help you to gain the skills necessary to persuade individuals to become donors. How do you change people's ideas about methods of giving, moving them from casual street donations to regular direct debit giving?
Author(s): The Open University

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Learning outcomes

By the end of this study unit you will be able to:

  • demonstrate an understanding of fundamental aspects of the theory and methodology underpinning phenomenological psychology;

  • critique simplistic mind–body, individual–social and agency–structure dualisms and appreciate how the body, self and society are interconnected;

  • describe how phenomenological psychologists conceptualise the body.

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 Section 1.4. However, Shaffer and LaBerge (1979) found priming effects, even when t
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3.3 Non-target effects

Treisman's feature integration theory has been very influential, but it does not appear to explain all experimental observations, and there have been alternative accounts of the feature-binding process. Duncan and Humphreys (1989) reported effects which do not fit too well within the basic Treisman account. They required participants to search for the letter ‘L’ (the target) within a number of ‘Ts’ (the non-targets). You may get a feel for the relative difficulty of d
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1.4 Eavesdropping on the unattended message

It was not long before researchers devised more complex ways of testing Broadbent's theory of attention, and it soon became clear that it could not be entirely correct. Even in the absence of formal experiments, common experiences might lead one to question the theory. An oft-cited example is the cocktail party effect. Imagine you are attending a noisy party, but your auditory location system is working wonderfully, enabling you to focus upon one particular conversation. Suddenly, from
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Scaling the Map: Activity
Students will learn how to determine map distances and map areas using the map scale. They will also get a better feel for how much an area represents on the map in relation to the size they are suggesting for their cavern.
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Reinforcing quantitative skills with applied research on tombstone-weathering rates.
This Journal of Geoscience Education article describes a tombstone weathering exercise that reinforces quantitative skills with applied research. The article describes an exercise designed and carried out by students in a surficial processes course. Students measured the rates of tombstone weathering, compiled and analyzed data. The complexity of the data involved in this exercise helps students demonstrate for themselves that mathematical analysis can give meaning to data.
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1.5 Defining dyslexia

The ongoing debate about dyslexia is reflected in the different approaches that have been taken to formally define it. Clearly this impacts on how dyslexia is defined in practice. The next three sections summarise how definitions of dyslexia have changed as our knowledge has increased. In short, there have been three main approaches to defining dyslexia: definition by exclusion, discrepancy definitions and the identification of positive indicators.

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1.4 Experiencing dyslexia

To illustrate just how problematic the idea of ‘abnormality’ is in practice, we will consider the condition of developmental dyslexia, dyslexia for short. Dyslexia is relatively common and you may have knowledge of it from friends or personal experience. The following section illustrates many of the difficulties experienced by people with dyslexia, and it also highlights more generally some of the problems that can occur if you are not, in some sense, ‘normal’.
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1.2.2 Medical approaches to normality

What did you write for ‘normal’ eyesight? The ability to see clearly without glasses? It is unlikely that you wrote down short- or long-sightedness as an example of ‘normal’ eyesight, even though they are very common. However, they are not seen as ‘normal’ because having to wear glasses is perceived as a limitation or even a form of disability. This relates to one of several so-called ‘medical models’ of normality, which centre on the idea of uniformity of
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Between: literature and memory, past and future
Final part of the series, in which an historian, a novelist and a literary critic explore the ways in which memory, literature and history shape contemporary Europe. Robert Eaglestone is professor of contemporary literature and thought at Royal Holloway, University of London. This event is part of the Jean Monnet 'Europe Beyond Governance' Lecture Series.
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