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
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
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. 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 References 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 Motive: Upper Intermediate German 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. 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 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? 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 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 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 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 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). 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 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 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 1.9 Conclusion In this course you have seen the importance of the shared meanings that we construct together – how they enable us to act collectively within social situations. In particular, you have explored Goffman’s ideas about how those meanings are constructed through: the way we present ourselves within social situations the way we respond to other people’s presentation of themselves and help to shore up their performances. 1 Playing roles together Care relationships are seldom just a matter of ‘doing what come naturally’. For one thing, you may be caring for, or being cared for, by someone you would not otherwise get on with. A care relationship has to adapt to circumstances: it may be brief, as in an acute hospital ward, or it may be very long lasting; it may be flexible according to need or it may involve a high degree of regularity. It is a distinctive relationship with unique elements. Some of the things you and the other perso
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;
