Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 14897 result(s) returned

Round 2: Acronyms

Define the acronyms

Question 1

What do the followi
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Round 1: Images

Identify the Creative Commons licences

Question 1


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6 One hundred possibilities

The more teachers are convinced that intellectual and expressive activities have both multiplying and unifying possibilities, the more creativity favours friendly exchanges with imagination and fantasy.

Creativity requires that the school of knowing finds connections with the school of expressing, opening the doors to the hundred languages of children.

(Loris Malaguzzi, 1990)

In each of t
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4.1 Geography as a medium of education

Geography is what geographers do.

(Anon)

Aren't we all geographers now?

(Buttimer, 2004)

Define history. Now define geography

(Gritzner, 2004)

Charles Gritzner supplies us with one of t
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2.1 The significance of geography as a subject

It has been argued that geography ‘has been hijacked by environmentalists’. Following the publication of his original article, ‘Constructing a value map’ (see under the link below), Alex Standish (a former geography teacher) appeared on the Radio 4 Today programme to discuss this topic. Listen to the interview again and read the transcript again by clicking on the link below.

Read Alex Standish's 'Constructing a value map' by clicking 'view document' below.


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1.1 Chasms and great divides: can we imagine a world without geography?

Many school systems around the world do not have geography with the status of a separate subject. Schools in England and Wales are different. Here, geography is a national curriculum subject (5–14 years) and the former Minister for Schools (Stephen Twigg) has asserted the subject's importance in several speeches in 2004. For example, he says:

‘The unique contribution of geography is preparing young people to en
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References

Davies, S. White Man Sleeps, performed by Siobhan Davies Dance Company.
Rist, R. (1991) ‘Dance Science’, The Dancing Times, December 1991, p. 243.

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4 Performance skills

Performance skills are those aspects that set dancing apart from mechanical movement. Often, our attention is drawn to the dancer who is using a range of performance skills effectively, because they stand out from the rest.

Performance skills are aspects such as:

  • focus;

  • projection;

  • musicality;

  • timing;

  • emphasis;

  • expression.

All of these aspects are connected
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Motive: Upper Intermediate German
This course extends language skills and cultural knowledge. By working with authentic material from German-speaking countries, you will learn how to communicate in a wide range of situations: expressing opinions; reporting other people’s comments; explaining processes and trends; electronic communications; structured notes and texts. Cultural themes explored include changing demographic and social patterns; jobs and the role of work; German media and arts; issues of faith and personal beliefs;
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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

Learning outcomes

After studying this course, you should be able to:

  • Understand the differences between spoken and written English

  • Understand the factors that influence use of grammar and vocabulary in speech and writing

  • Understand the different ways in which grammar has been described.


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Introducción

In this session you are going to learn how to ask about different places of interest in Spain, Chile and Uruguay: what they are, where they are and what they look like.

Key learning points

  • Asking and answering where a monument or a building is

  • Describing a building

  • Using estar to indicate location


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1.1.2 Questions in the perfect tense

Grammar Point 2 – Asking questions in the perfect tense

When asking questions in the perfect tense, structures follow the same pattern as seen earlier for the present tense (‘Asking questions’ in 1.3 Partir ou pas?).

1 Verb (avoir/être) + subject + past participle (formal French)

  • Avez-vous vécu longtemps aux États-Unis?

  • Did you live/have you lived in the States for a long time?

  • <
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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

Grateful acknowledgement is made to the following sources for permission to reproduce materia
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4.8 Gender and difference

The discussion above referred to some of the stereotypes about the ways in which men and women supposedly communicate and interact with each other. For example, there is a view that in meetings men tend to talk in a supposedly rational way, while women's talk is associated more with feelings and emotions. It was also suggested that male workers are more likely to be intimidating or overwhelming in their relationships with service users and, by implication, that female workers might be less in
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3.10 Working with difference

If ‘racial’ or ethnic differences are produced as part of a process that ‘racialises’ certain groups as ‘other’, how should services respond to the issue of difference? What practical steps can service providers take to ensure all members of the population, whatever their assumed ethnicity, have equal access to services and can participate fully?

Lena Robinson is a psychologist and social work educator who has written extensively on issues of cross-cultural communication for
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3.1 ‘Race’, ethnicity and communication

As noted in the Introduction, much of the debate about difference and diversity in health and social care has focused on issues of ‘race’ and ethnicity. It is perhaps the area that first comes to mind when there is discussion about issues of communication and difference in care services, but it is also an area where the arguments are most complex and contentious.

As you saw in Section 1, ‘racial’ or ethnic diversity has often been constructed as a ‘problem’ for health and so
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2.7.4 Identities are contextual and interactional

Different identities assume greater or less importance, and play different roles, in different contexts and settings, and in interactions with different people. Different aspects of people’s identity may come to the fore in the workplace and in the home, for example, while people might emphasise different aspects of themselves to different people (and different people may see different identities when they meet them).


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2.3.1 An essentialist perspective

One way of understanding apparent differences in people’s behaviour and needs is to account for them as a direct result of their membership of a particular social group or category. For example, it might be suggested that a patient expresses herself in a very physical way because she is of African-Caribbean origin, and therefore because of certain innate biological or psychological attributes shared by all members of that ethnic group. Or it might be argued that a male manager behaves aggre
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Acknowledgements

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

Course image: Ben Grey in Flickr made available under Creative Commons Attribution-ShareAlike 2.0 Licence.

The content acknowledged below is Proprieta
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1.1 Introduction

Historically, one of the most significant changes over the past hundred years has been the move away from large families living and remaining in one community to smaller family units that are required, through the economic necessity of employment opportunities, to be as mobile as possible. Extended family networks are often weaker: in many instances parents are unable to call on the support of children's grandparents, aunts and uncles, and for some people parenting can be a very isolating and
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