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001 - 030 Der Kleine Lateiner
Here is a link to the text at Europeana http://tinyurl.com/4b47ugg Der Kleine Lateiner is a re-write of the Orbis Sensualium Pictus (Comenius) by one Johan Lederer. It was published in 1790. For those of you who know German, it has a running vocabulary after each chapter. This edition also has much more modern pictures than the old editions of the Orbis Pictus, so it is perhaps a better text to learn the names of animals
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Learn with Pictures and Video S2 #6 - Top 20 Spanish Verbs 4
Learn Spanish with SpanishPod101.com! You’ve always wondered, will you dream in Spanish? After learning Spanish in Spain for only a short while and learning even more Spanish vocabulary, you have seen and done more than you would have ever imagined — and with such ease. Not only have you been studying Spanish, but you know [...]
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Rights not set

Life in the Middle Ages in China, Japan, India and the Americas
This three minute video highlights the achievements made during the Middle Ages in China, Japan, India, and the Americas (Mayan) by showing images of the architecture that remains from these times. At best this is a brief overview of this time period as a counterpoint to the changes in Europe during the same time period. This might be a good video to show students to help them understand the influence of geography on architecture.
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The Renaissance
This one minute video shows how artists developed perspective and reality in their art. Very short video.
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Good Presentations: Stance
For good presentations, a stance that features good posture and a still lower-body serves the speaker. Use correct stance for good presentations with tips from a teacher, presenter and facilitator. (02:25)
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Good Presentations: Voice
The presenter in this video deliberately starts out with an example of a poor presentation. Part of the series: Physical Delivery for Good Presentations. In good presentations, voice intonation and variation help engage the audience. Properly use the voice for good presentations with tips from a teacher, presenter and facilitator. (02:27)
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Learn about The History of Ancient China 4000 B.C.
This one minute video provides a brief overview of the accomplishments in China in the period around 4000 B.C. At best this is an overview and should be combined with other videos or materials to provide a more indepth look at China during this time.
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Learning outcomes

By the end of this unit you should be able to:

  • provide an understanding of autistic spectrum disorders (ASDs);

  • illustrate a range of theoretical and practical perspectives on this area and the links and contrasts between them;

  • consider the principles and problems of diagnosing autistic spectrum disorders;

  • highlight the theoretical and practical implications of treating autistic disorders as a spectrum;

  • emphasise the dev
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    Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Introduction

This unit offers a review of psychological research and practice aimed at understanding and explaining autistic spectrum disorders (ASDs) and helping people who have them. The discussion ranges from problems of identification and diagnosis, through theoretical research into causes, to an evaluation of selected therapeutic approaches. The chapter highlights the diversity of perspectives that exist in this area. It draws on the personal testimony of people with autism and their families, as wel
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5.7 Summary

This section of the unit has made you aware that:

  • science is formed by a community of practice, creating knowledge and requiring a special language for its communication;

  • there is a difference between objective scientific methods and subjective ways of knowing;

  • political power influences scientific discoveries, and scientific knowledge is always socially embedded;

  • public understanding and perception of scien
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5.5 How society constructs scientific thinking

To understand science, it is important that we appreciate the contexts in which discoveries are made or suppressed. We can see from the account on the previous page that human understanding of the universe has changed significantly over time. The social and political climate in which scientists work has always had a profound influence on what can and cannot be said, done, published or even postulated as worthy of further investigation. (You could undertake a similar study of the debates on hu
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5.1 Introduction to the social construction of scientific knowledge

This section explores how scientific knowledge and scientific literacy can be built up through working in communities of practice (groups of people who work together and share a common language). We also look at issues relating to the ideas of subjectivity and objectivity, and at deductive and inductive thinking. Finally, we explore the public understanding of science by examining how society, in wider terms, constructs or influences scientific thinking and understanding.

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4.2 Knowing mathematics

How much mathematics do you think you know? You may feel that you know quite a lot, or that you are ‘out of practice’ and have forgotten much of it; or perhaps you were never very secure in your mathematical knowledge and feel that you did not achieve complete understanding. Primary teachers are expected to have a confident knowledge of mathematics. You are not expected to reach such a level for this unit, but you do need to know a fair amount. All the mathematics that children go on
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1.5 Talking, thinking and learning

One of the main points which the unit will be making is that information and knowledge are not the same thing and that, in order to learn, learners have to engage actively with new information. We hope that you will learn to apply your growing knowledge by relating it to your professional context, and that, by questioning and analysing both theory and practice, you will be able to reach your own conclusions.

One way of engaging with knowledge is to ask questions. Earlier we suggested th
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Learning outcomes

After studying this unit you will have:

  • explored your knowledge, attitudes and feelings in each subject area;

  • begun to identify, in each subject, areas of knowledge where you are confident and others where you need to deepen your understanding;

  • extended your knowledge and understanding of the place that language, mathematics and science have in the everyday life of individuals and societies.

4.2 Equivalence relations
Number systems and the rules for combining numbers can be daunting. This unit will help you to understand the detail of rational and real numbers, complex numbers and integers. You will also be introduced to modular arithmetic and the concept of a relation between elements of a set.
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4.2 Social work roles in practice

You will already have taken a look at the Framework documents for your nation, all of which contain broadly the same key roles, but you may like to review them now. It can sometimes be difficult to see how these roles actually translate into working with real people in actual social work settings. It is important that you are able to do this as it will be something that you need to do in order to produce evidence on your practice learning opportunities. The following activity takes just one o
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Learning outcomes

On completion of this unit, you will:

  • have developed an understanding of a context in which listening to the perspectives of children is important in developing inclusive education;

  • have gained an insight into the varying perspectives of children;

  • have reflected on how children's perspectives fit into your developing model of good practice and how they relate to your own perspectives.

Learn Anarcho-Capitalism Online

Just about everyone is drawn to the libertarian respect for property rights. Yet most people draw back from fully embracing property rights and taking libertarianism to its fulfillment in "anarcho-capitalism" or free-market anarchy. "Sure," the cynics say, "it would be great to live in a society without the government and taxes, but w
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