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1.3. Moving forward

Language is constantly changing: words come and go and human history is caught like a fly in amber in words we use without thinking every day. By developing in our students the awareness of links, cognates, changes in meaning, oddities of spelling and sound, we enrich not just their mother tongue and foreign languages but their knowledge of global history of the last two thousand years.

The state
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1.1 Teaching languages: language awareness

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Acknowledgements

Author Details

This unit was prepared for TeachandLearn.net by Ronnie Goldstein and Alan Bloomfield. Ronnie Goldstein was formerly a lecturer in the Faculty of Educational and Language Studies at The Open University. Alan Bloomfield is Deputy Head of School of Education at Cheltenham and Gloucester College of Higher Education.

Other acknowledgements

The content acknowledged below is Pr
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References

Bills, C. (2002) ‘Mental mathematics’ in Haggarty, L. (ed.), Aspects of Teaching Secondary Mathematics: Perspectives on Practice, London, Routledge.
Mason, J. (1988) ‘Imagery, imagination and mathematics classrooms’ in Pimm, D. (ed.), Mathematics, Teachers and Children, Sevenoaks, Hodder and Stoughton.
The Open University (1988) ME234 Using Mathemati
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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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Shaping Cities in an Urban Age [Audio]
Speaker(s): Eduarda La Rocque | Drawing on a range of contemporary urban experiences included in a new book, Shaping Cities in an Urban Age, the panel discussion will explore the dynamics and challenges of urban change. Three of the authors included in the new LSE Cities publication Shaping Cities in an Urban Age will draw on a range of contemporary urban experiences to explore the dynamics and challenges of urban change. Shaping Cities in an Urban Age, edited by Ricky Burdett and Philipp Rode,
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Las formas que se utilizan para definir el arte

Actividad 4

¿Recuerda algunas de las formas que se utilizan para definir el arte en la discusión que acaba de oír? Vaya a la transcripción del extracto 2 y anote las fórmulas utilizadas para definir el arte.


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2 Community

As you've just seen, ‘community’, an ever present word, evokes some contrasting meanings. It has been described as a ‘keyword’, that is, a word which has its own particular history but which also plays a significant role in putting across different meanings. Identifying a keyword is to go further than just giving a dictionary definition because:

Keywords have been more than ways of seeing: they have been influe
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1.2 Explaining what we find out

How do we make sense of what we saw? The video tells the story of the hospital in dramatic tones: we hear about a riot, escapes, punishment and drug treatment regimes. But we also hear about football matches, dances and friendships. Even so, they are only part of the story of 60 years and many hundreds of people's lives. We saw several volumes of detailed records. What can be learnt from so much information? How can Howard Mitchell begin to organise all these facts and accounts?

One way
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References

CCETSW (1995) Assuring Quality in the Diploma in Social Work – 1, Rules and Requirements for the Diploma in Social Work, Central Council forEducation and Training in Social Work, London.
Goffman, E. (1971; first published 1959) The Presentation of Self in Everyday Life, Penguin, Harmondsworth.
Mackay, L. (1993) Conflicts in Care: Medicine and Nursing, Ch
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Introduction

The current political agenda requires service users' views to be incorporated into the design of health and social care services (Department of Health, 2006). Services are assessed by the quality of the outcomes they provide for users. Frontline managers are responsible for gathering service user views on their needs. Whose views should be taken into account? How do managers gather views? This unit helps you consider ways of getting feedback from service users, and shows the inclusive approac
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1.2 Hearing about critical practice

Activity 2

1 hour 0 minutes

Listen to the following audio clips, ‘Panel discussion on critical practice’, Part 1: Critical practice.


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2.2.2 Florence Foster

In 2000, Florence Foster was in her sixties. For a number of years, she had lived in a tenement in Dundee owned by a private landlord. As she describes in the programme, her accommodation was extremely damp and difficult to heat. There was green mould growing in the wardrobe in her bedroom, and all the window frames were rotten. She was dependent on electric fires for heating, which she had to pay for through a card meter. Her weekly income did not enable her to put sufficient cards in the me
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3.7 Ascribed identity

So far we have been concerned with ways in which we define ourselves. How other people or society at large might define you could be different from the way you define yourself. This points to an important distinction between ‘self identity’ or ‘identification’, which you have just considered, and ‘ascribed identity’, which we turn to next.

Ascribed identities can be thought of as the identities other people, or society, might impose on you. These include, for example, gender
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2.8 References for Extract 1

Banks, S. (2001) Ethics and Values in Social Work, 2nd edn, London, BASW/Macmillan.

British Association of Social Workers (BASW) (2002) Code of Ethics for Social Work, BASW,

Dalrymple, J. and Burke, B. (1995) Anti Oppressive Practice and the Law, Buckingham, Open University Press.

Howe, D. (1999) ‘Values in Social Work’ in Davies, M., Howe, D. and Kohli, R. Assessing Competence and
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ARGuing European Union Project - Games in Education

ARGuing will help teachers use the Internet within language education. The project is funded by the European Union within the Lifelong Learning programme.

read more


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Rights not set

Developing Innovative Leaders: The Role of Action Learning part 2 of 2

Yury Boshyk, Global Executive Learning Network

Katherine Hoepfner-Karle, Covidien

Valerie Marsick, Columbia University

Wanda Orlikowski, MIT Sloan


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Children's attitude to mixed-ability groupings

Sue Lyle interviewed children from a school in Swansea that had run a ‘mixed ability’ and ‘mixed gender’ project designed to improve pupils’ literacy. The tasks in the project were designed so that pupils were collaboratively involved with the activities and texts being studied.

Children expressed the view that there were some benefits gained from working in this mixed-ability, collaborative way. One pupil explained this was ‘… because you get more information because peop
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Wealth Strategies: Defense, trucking cos. defy expectations
Dec. 4 - Donald Porter, sector specialist at Dalton, Greiner, says defense name General Dynamics and trucking company Heartland Express could outperform despite post-election concerns.
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Metaphysics and Epistemology
Metaphysics and Epistemology: what exists, what is its nature and how can we acquire knowledge of it?
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