1 The SPSS statistics tutorial This online tutorial is designed to help you familiarise yourself with the software package SPSS and learn about basic statistics. You will need to follow the instructions within each activity in the sequence presented to complete the course. Some activities have questions, whilst others will encourage you to explore the various software options. All are designed to help you think about how SPSS works and how to carry out some basic statistical work. All the required work for this
2 How active should young people be? Physical activity in childhood has a range of benefits, including healthy growth and development, maintenance of a healthy weight, mental well-being and learning social skills. It is particularly important for bone health, increasing bone mineral density and preventing osteoporosis in later life. Although there is only indirect evidence (compared with adults) linking physical inactivity in children with childhood health outc 4.2 Exercises from video Here are some questions that were explored in the video. You may want to provide your thoughts and considerations before looking at the comments. 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 3.1 The Extended Schools initiative The last few years have seen a plethora of initiatives for English schools: two significant initiatives are ‘Extended Schools’ and the ‘Every child Matters’. What are the implications for a business manager? Government thinking places schools at the centre of local provision for a wide range of options, from health centres to full community facilities. These ‘extended schools’, as the government terms them, offer an opportunity for schools to contribute to and work more clos 1.4 What is creativity? All people are capable of creative achievements in some areas of activity, provided the conditions are right, and they have acquired the relevant knowledge and skills … creative possibilities are pervasive in the concerns of everyday life, its purposes and problems … creative activity is also pervasive … creativity can be expressed in collaborative as well as individual activities, in teamwork, in 4 The student's view Activity 3 should have helped you to clarify your ideas about the aims and purposes of geography education. One of the advantages of doing this is that it encourages you to focus on what you think is important about teaching geography. In our experience, this is sometimes difficult given the hectic pace of life in schools! Missing so far in this discussion has been the voice of the students who are on the ‘receiving end’ of geography lessons. After all, they are the people who will Acknowledgements Professor David Lambert is Chief Executive of the Geographical but remains Research Associate of the Institute of Education (London). He is a former secondary geography teacher (for 12 years) and developed a scholarly interest in assessment issues following the introduction of the national curriculum. He also has a research interest in the way teachers select and use textbooks with pupils. He has a long-standing concern with moral and cultural aspects of geography education and is curr 3 Dance combinations Movement and dance combinations enable students to make physical sense of the exercises and movement material that they are given in class on a regular basis. In dance, repetition and recapitulation are vital ingredients in the learning process, and so being presented with phrases of movement that progress and develop in complexity will allow the individual to progress and develop too. Did you know that it takes around 180 repetitions of a movement for the muscle memory to retain that p 1.2 The warm up The importance of an effective warm up to prepare the body for physical exertion cannot be emphasised enough. Warm-up activities for dance should: mobilise the joints; increase the internal temperature of the body; increase the heart rate and blood flow to the muscles; make the muscles warm and pliable; increase the range of movement around the joints; increase the speed o 5.2 Further reading For further reading on the topic of citizenship and democracy, please click on the following ‘view document’ links. Click on 'view document' below to read New Answers to Old (and New) Criticisms Click on 'view document' below to read Is This Democracy? 5.1 A story of fox hunting Democracy is a thing, a practice. It is also a word – a powerful one, politically, because we all think it is a good thing. When people take part in politics, they try to claim that ‘democracy’ is on their side, and not on that of their opponents. In November 2004, pro-hunting protesters breached House of Commons security and broke into the chamber to disrupt the debate on banning fox hunting. As a significant minority group, passionately committed to the cause of continuing hunti 1 Is democracy really such a good thing? Politics is vital to all of our lives. The way our schools and businesses are run, how we travel and make a living, even how we see ourselves – it all depends on political decisions. And we are all democrats today. We have elections, parties compete, we vote, and the winners govern us. But how often do we ask: is democracy really a good thing? Is there another way? We take it for granted that democracy is a good thing and the best political system. But many people complain that democr Learning outcomes After studying this course, you should be able to: consider the value of democracy, through examples challenge perceived wisdom about our political systems. Keep on learning   There are more than 800 courses on OpenLearn for you to Conclusion Commentators (e.g. Pijl et al., 1997) have described inclusive education as ‘a global agenda’. The persistence of the forces that marginalise individuals or groups of learners, and also the models that would categorise them in particular ways, makes the struggle for inclusion an ongoing one. You will see why at the start of this section we felt it important to define what we and others may mean when we use the term ‘inclusion’. This is because understanding what the term 3.4 The Salamanca Statement In 1994 over 300 participants – including 92 governments and 25 international organisations – met in Salamanca, Spain, with the purpose of furthering the objectives of inclusive education. The resulting Salamanca Statement (UNESCO, 1994) was framed by a rights-based perspective on education. Although the Statement focused on children described as having ‘special needs’, it asserted from the outset its commitment to: 3.1 Who is to be included? Some critics have seen the focus on students with disabilities and difficulties in learning as distracting from the real issue, that is, the processes of inclusion and exclusion that leave many students, not simply those with disabilities, unable to participate in mainstream culture and communities (Booth, 1996). Such processes have an impact on many students, not just those with ‘special educational needs’. In line with this way of thinking, the study of inclusion should be concern 1 Inclusive education: Knowing what we mean There is no doubt that inclusive education is a contested area. Indeed, nationally and internationally, it is the focus of what Daniels has called ‘extraordinary debates concerning definition and ownership’ (Daniels, 2000, p. 1). In this opening section we will look at a range of perspectives on what inclusive education means – drawn from a variety of sources, both ‘official’ and individual. But first let us look at what inclusive education means to you. Learning outcomes After studying this course, you should be able to: understand more systematically the knowledge and be more critically aware of issues in inclusive education reflect critically upon and analyse perspectives regarding inclusion analyse and develop successful inclusive learning practices identify conceptual frameworks appropriate for investigating inclusion issues, examining the inclusivity of systems and for developing inclusive educat
Activity 8: exercises from the video
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