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Learning outcomes

By the end of this unit you should have:

  • examined your own practice in relation to working with other professionals in order to make your underpinning knowledge, values and beliefs explicit;

  • used a variety of ‘tools’ to examine the knowledge, values and beliefs underpinning your practice;

  • identified contradictions between your underpinning knowledge, values and beliefs and your practice;

  • seen where you might want to develop y
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Introduction

In this unit you will be building on your previous study and experience of ‘working with others’. Using the notion of ‘teamwork’, you will be asked to think specifically about the values and beliefs underpinning the following three aspects of practice:

  • developing working relationships with other professionals;

  • sharing information and skills with other professionals;

  • working in cooperation with other profe
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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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Acknowledgements

The content acknowledged below is Proprietary (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:

Illustrations

Pages 101 and 1
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5.1 Introduction
The most ‘important and greatest puzzle’ we face as humans is ourselves (Boring, 1950, p. 56). Humans are a puzzle – one that is complex, subtle and multi-layered, and it gets even more complicated as we evolve over time and change in different contexts. When answering the question ‘What makes us who we are?’, psychologists put forward a range of explanations about why people feel, think and behave the way they do. Just when psychologists seem to understand one bit of ‘who we are’
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1.3.2 The effect of bullying

When asked about what makes them unhappy the most commonly cited factor was bullying, either directly of themselves or of others within the school. Children gave the following reasons for feeling unhappy:

‘When people make fun of me’ Male, Year 6

‘Being called [names] for something you can't help …being shy’ Female, Year 10

‘Being told off and called names by the teacher
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1.3.1 The importance of friendship

When children are asked about the things that are important in their experience of education one factor appears to be important above all others – friendship.

In a study of 2,527 children in 500 primary and secondary schools in one local education authority (LEA) in the north-west of England 62.8 per cent stated that happiness at school was the result of friendships (Whittaker, Kenworthy and Crabtree, 1998). This included best friends and also friendly teachers and other friendly pupi
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1.2.4 Different classrooms, different experiences

The inclusive classroom is one that provides for the learning of a diverse range of children. The pupils in the above example were in streamed secondary education. The 1997 White Paper on education (DfEE, 1997) supported the policy of streaming by attainment in primary schools. Doug McAvoy, a former leader of a teaching union, interpreted this as ‘setting is good and mixed ability is bad’ (McAvoy, 1997, cited in Lyle, 1999). The practice of setting is endorsed through the National Li
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Learning outcomes

On completion of this unit, you will:

  • have developed an understanding of a context in which listening to the perspectives of children is important in developing inclusive education;

  • have gained an insight into the varying perspectives of children;

  • have reflected on how children's perspectives fit into your developing model of good practice and how they relate to your own perspectives.

Introduction

The underlying premise of this unit is that we are all experts in different ways, and that our different experiences and understandings are of value. Inclusive education is presented and discussed as under construction, both in educational settings and as a concept. The materials to be found in this unit are largely rooted in the social model of disability and human/disability rights frameworks.

This material is from our archive and is an adapted extract from Childhood and Youth lear
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Climate: Still a Driver for Sustainable Energy?
By: icamp2012school Charles Kutscher, National Renewable Energy Laboratory
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Cold War: McCarthyism - part 3/5
1947 - 1953 Following Stalins domination of Eastern Europe and the loss of China, American democracy falls victim to anti-communist hysteria, but survives it. Eisenhower is elected President. In the Soviet Union, Stalin reinforces the climate of terror on which his rule is based. When he dies, in 1953, the Soviet people mourn the end of an era.
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Graduation 2012 - Monday July 23: Carnegie Faculty, 2pm Ceremony
Coverage of the School of Events, Tourism and Hospitality graduation ceremony.
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Acknowledgements

This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence. See Terms and Conditions.

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

Sally Pawlik, Careers consultant for the Open University for her autho
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Basic Programming in a Scripting Language (Part 2) - Andrew Jackson
An introduction to the Ruby language for the Computer-Aided Discovery Methods course taught at Baylor College of Medicine.
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Environmental Engineering
Environmental impact. Treatment and management of industrial and urban effluents and waste. Environmental protection.
Author(s): Berta Herrero,Antonio Aznar,Juan Carlos Cabanelas

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Copyright 2009, by the Contributing Authors

Revisiting the Future of Multi-Ethnic Britain: the Parekh Report 10 years on
A decade after the groundbreaking Runnymede Trust 'Future of Multi-Ethnic Britain' report, its chair, Lord Parekh, revisits the issues of race equality and multiculturalism in Britain. Bhikhu Parekh is emeritus fellow of political theory at the University of Hull and a fellow of the British Academy.
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The Third World's War
Although never a "hot" war between the superpowers, the Cold War was waged partly through a series of proxy wars in Third World countries from Guatemala to Korea to Vietnam. Although a great deal of attention has been devoted to a select number of U.S. Interventions in the Third World, there is an urgent need to see the "Third World's War" in perspective, showing how successful the Soviet Union was in pursuing a strategy of fomenting revolution and how consistently successive U.S. administration
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Learning outcomes

By the end of this unit, you should be able to:

  • identify your objectives;

  • assess what you have to offer;

  • balance these against a practical framework of your personal circumstances;

  • explore a range of reference sources to select what is most relevant;

  • prepare an action plan, including evaluation of achievements;

  • produce ongoing strategies to develop your voluntary work;

  • understand employers
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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions)>and is used under licence and is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence>

Figures

Figure 2 Photograph published with permission of the Internatio
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