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Good Presentations: Stance
For good presentations, a stance that features good posture and a still lower-body serves the speaker. Use correct stance for good presentations with tips from a teacher, presenter and facilitator. (02:25)
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Good Presentations: Voice
The presenter in this video deliberately starts out with an example of a poor presentation. Part of the series: Physical Delivery for Good Presentations. In good presentations, voice intonation and variation help engage the audience. Properly use the voice for good presentations with tips from a teacher, presenter and facilitator. (02:27)
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6th Grade American History and State Standards
This is from Nebraska Star Standard and goes into detail about what the standards cover and how they should be covered in this two minute video. It would be useful for teachers in other states is the standards are similar.
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Learning outcomes

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

  • provide an understanding of autistic spectrum disorders (ASDs);

  • illustrate a range of theoretical and practical perspectives on this area and the links and contrasts between them;

  • consider the principles and problems of diagnosing autistic spectrum disorders;

  • highlight the theoretical and practical implications of treating autistic disorders as a spectrum;

  • emphasise the dev
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Introduction

This unit offers a review of psychological research and practice aimed at understanding and explaining autistic spectrum disorders (ASDs) and helping people who have them. The discussion ranges from problems of identification and diagnosis, through theoretical research into causes, to an evaluation of selected therapeutic approaches. The chapter highlights the diversity of perspectives that exist in this area. It draws on the personal testimony of people with autism and their families, as wel
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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

Grateful acknowledgement is made to the following sources:

Figures

Fig
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Dépôt de couches minces par thermo-évaporation

Présentation des couches minces et de ses utilisations. Réalisation pratique de l'évaporation par effet Joule sous vide.

Vidéo issue du projet VideoManip dont l'objectif est la réalisation de courtes séquences filmées, montrant des expériences réelles, qui seraient à la fois trop complexes pour être montées et montrées en amphi, et pas assez riches d'enseignement pour justifier un TP de plusieurs heures. Les sciences de l'ingénieur consistent à utiliser un phénomèn
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5.7 Summary

This section of the unit has made you aware that:

  • science is formed by a community of practice, creating knowledge and requiring a special language for its communication;

  • there is a difference between objective scientific methods and subjective ways of knowing;

  • political power influences scientific discoveries, and scientific knowledge is always socially embedded;

  • public understanding and perception of scien
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5.1 Introduction to the social construction of scientific knowledge

This section explores how scientific knowledge and scientific literacy can be built up through working in communities of practice (groups of people who work together and share a common language). We also look at issues relating to the ideas of subjectivity and objectivity, and at deductive and inductive thinking. Finally, we explore the public understanding of science by examining how society, in wider terms, constructs or influences scientific thinking and understanding.

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4.4 Summary

In this section, you have had the opportunity to work on some mathematical activities yourself. This should have enabled you to:

  • reflect on how you approach mathematics and what helps you to work on a piece of mathematics;

  • remind yourself of those pieces of mathematics that you can work at successfully;

  • identify aspects of mathematics that you can strengthen as you work through the later blocks of this unit;


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4.3 Thinking mathematics

‘Thinking mathematically’ is something that everyone does. It involves:

  • problem-solving and decision-making;

  • logical reasoning;

  • communication (including using diagrams, charts, graphs and symbols);

  • making connections and recognising common characteristics;

  • using mathematical tools, including calculations and measures.

Much of the mathematical thinking done in
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Learning outcomes

After studying this unit you will have:

  • explored your knowledge, attitudes and feelings in each subject area;

  • begun to identify, in each subject, areas of knowledge where you are confident and others where you need to deepen your understanding;

  • extended your knowledge and understanding of the place that language, mathematics and science have in the everyday life of individuals and societies.

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

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

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References

Department for Education and Skills (DfES) (2003a) Every Child Matters: Next Steps, London, DfES.
Department for Education and Skills (DfES) (2003b) Together from the Start: Practical Guidance for Professionals Working with Disabled Children, London, DfES.
Jeffs, T. and Smith, M. K. (1999) Informal Education, 2nd edn, Nottingham, Education Now.

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EVOCAM procedure captured by video conferencing
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Next steps
Number systems and the rules for combining numbers can be daunting. This unit will help you to understand the detail of rational and real numbers, complex numbers and integers. You will also be introduced to modular arithmetic and the concept of a relation between elements of a set.
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4.2 Equivalence relations
Number systems and the rules for combining numbers can be daunting. This unit will help you to understand the detail of rational and real numbers, complex numbers and integers. You will also be introduced to modular arithmetic and the concept of a relation between elements of a set.
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4.1 What is a relation?
Number systems and the rules for combining numbers can be daunting. This unit will help you to understand the detail of rational and real numbers, complex numbers and integers. You will also be introduced to modular arithmetic and the concept of a relation between elements of a set.
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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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