2.5.1 Highly unsaturated fatty acids As we saw in Section 1, ‘medical’ approaches to some psychological conditions have focused on biochemistry and the use of corresponding drug treatments. Very little research of this kind has been applied to dyslexia. However, emerging evidence suggests that there may be a biochemical contribution involving abnormal metabolism of highly unsaturated fatty acids (HUFA) – essential substances that play a key role in brain development and the maintenance of normal brain function. In f
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 physical and psychol
Conclusion This free course provided an introduction to studying Education, Childhood & Youth qualifications. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.
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 Grateful acknowledgement is made to the following sources: Course image: Author(s):
6.1 Knowledge and society If I have seen farther than others, it is because I was standing on the shoulders of giants. Sir Isaac Newton (Letter to Robert Hooke, 1676) At the foreground of this final part of the course is one of its more important themes – that knowledge is something held, developed and perpetuated both by and in the context of communities, societies and cultures. Newton's declaration to Hooke (abo
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
Keep on learning There are more than 800 courses on OpenLearn for you to 1.8 Teaching assistants and The Open University Between 1995 and 2012, The Open University trained just over 8000 teaching assistants through its course E111 Supporting learning in primary schools and its now discontinued Specialist Teacher Assistant course. Most were women and many were mothers; a very small percentage were male. Heather Wakefield (2003), head of local government liaison at UNISON, emphasises the link between caring work in the public sector and the recruitment of a predominantly female paraprofessional workforce. She sug Learning outcomes After studying this course, you should be able to: be able to discuss how the UK’s teaching assistant workforce came into being be developing your understanding that teaching assistants are part of a wider assistant workforce in the public services of health, social services and education have insights into the diverse roles and distinctive contributions of teaching assistants across the UK be able to identify some of the skills tha 2 Why study languages? This section aims to demonstrate the importance of learning languages and give you a taste of a variety of different languages. Before we Conclusion This free course provided an introduction to studying Languages. It took you through a series of exercises designed to develop your approach to study and learning at a distance, and helped to improve your confidence as an independent learner. References 1.4.1 Sexism Let us leave the emotive word ‘sexism’ to one side for a moment and look at what Beveridge actually said about the place of women in his scheme and the kind of reasoning he used. He gave considerable attention to the position of married women: The great majority of married women must be regarded as occupied on work which is vital though unpaid, without which their husbands could not do their paid work and witho 1.2.7 Margaret Margaret was in her thirties when she learnt she had breast cancer. Some three years later, after the removal of the affected breast, she was leading a very busy life working full-time at the Open University, studying part-time for an OU degree and running a family. Fitness activities such as jogging and various sports had become very important in her life. She was also very involved in cancer research fundraising activities. She described the impact of her brush with death in this way: Conclusion This free course provided an introduction to studying Health and Social Care. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner. 1.3.5 Coping with relocation We have seen that attachment to place can be important in terms of developing and maintaining feelings of security and a sense of self-identity However, care for some people involves relocation. Changes of place often involve people in coping with other types of change such as: changes of role (for example from being a homeowner to being a resident of a home; or from being a hospital resident to being a resident in the community) 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 course: Course image: Margie Savage (Beedie) in Flickr made available under Author(s): 3.3 Concerns about being a carer Some of the things people mentioned were: Through their work, Jonathan and Jane identify other areas for concern. These include: 3.2 Feelings about being a ‘carer’ Carol, who looks after her mother and her aunt, feels the need to distinguish between being ‘a relative’ and ‘a carer’. She feels that health and social care practitioners don't always recognise who the carer is. Julie, caring for her 11-year-old son who has severe learning and physical disabilities, complains about ‘the disbelief’ about the extent of help she provides. Les and his wife, whose son has severe mental health problems, noticed that they tended to be ignore 3.1 Caring relationships Listen to the two audio clips. While you are listening, make notes on the different kinds of caring relationships being described. For each person, note down:
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Activity 7
Activity 1
