1.1.6 Creating a comfortable working environment

The following suggestions concerning working with visual display units (VDUs) come from the 2003 Health and Safety Executive leaflet Working with VDUs.

  • Adjust your chair and VDU (Visual Display Unit) to find the most comfortable position for your work. As a broad guide, your arms should be approximately horizontal and your eyes at the same height as the top of the VDU.

  • Make sure there is space underneath your desk to move your legs fr
    Author(s): The Open University

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1.2.1 Ethics

The first factor is ethics. Disabled people should not be excluded from using any product, device or service if it is at all possible to avoid this: disabled people have the same rights as non-disabled people to access goods and services. Teachers generally try to write material that reflects the experiences of women, as well as men and those of people from diverse backgrounds, to make a course inclusive and ‘pedagogically accessible’. This good practice should be extended to include refl
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2.3 Co-analysis of practice

Carrying out observations of the student teacher is an important part of mentor activity and one of the major ways that mentors gather evidence to improve practice. Observations are most useful when they are followed by an opportunity for the mentor and student teacher to debrief the session, consider the implications of what happened and set targets for further development. This process of observation and debriefing is called co-analysis of practice.

Observations provide evidence for f
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1.3.7 Encyclopedias

Encyclopedias can be useful reference texts to use to start your research. There are some available online, such as:

Wikipedia A freely available collaborative encyclopedia.
Encyclopedia Br
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4.4 Where does gender come from?

Activity 15

0 hours 20 minutes

4 Audio clip 1: John

In this first clip, Julia Johnson, from the Open University, talks to John, who had been sleeping rough in the city and living in an abandoned van in a car park for three weeks.

At the time of the interview, John was 43. He was born in a town near Swansea, but had spent much of his life in institutions. His childhood was spent in a large ‘mental handicap’ hospital, which has now closed. Some years after his discharge, he and his brother were arrested, and subsequently imprisoned for
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6.1 Empowerment and advocacy

Qualified social workers are expected to have the necessary skills to empower service users to participate in assessments and decision making and also to ensure that service users have access to advocacy services if they are unable to represent their own views. The requirement for these skills can be found in the key role ‘Support, representation and advocacy’. Both empowerment and advocacy are concerned with power and the ways in which it is distributed between people. Empowerment and ad
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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

All materials included in this unit are derived from content originated at the Open University.

Every effort has bee
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Let's Move!
Get students moving with this video for students for kindergarten through third grade. The exercises do not take up too much floor space and students can do the exercises at their desks. The video shows that students with limited movement can do the movements, as well. The music featured is fast-paced. (05:34)
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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

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

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1.2 Actions

In Activity 1 below, the purpose is to observe and identify some of the actions or interventions that adults make in their day-to-day work with young people. Some examples of these individual actions are:

  • making contact

  • listening

  • suggesting

  • giving information

  • challenging assumptions.

Click in the box below to start playing the video.

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In this demonstration, amaze learners by performing simple tricks using mirrors. These tricks take advantage of how a mirror can reflect your right side so it appears to be your left side. To make the effect more dramatic, cover the mirror with a cloth, climb onto the table, straddle the mirror, and then drop the cloth as you appear to "take off." This resource contains information about how this trick was applied during the making of the movie "Star Wars."
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Kinderen van het eerste leerjaar die sneller klaar zijn, kunnen zelfstandig in deze bundel werken. Er komen heel wat rekenoefeningen aan bod zoals optellen, splitsen, aftrekken, de tafel van 2 en deze van 10. Dit afgewisseld met …


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