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3.3.1 Multisensory teaching for students

Guyer et al. (1993) tested the effectiveness of the Wilson Reading System for improving spelling in higher education students with dyslexia. They compared this technique to a non-phonic approach that teaches visual memory techniques to help students to remember frequently misspelled words. A control group of students with dyslexia but who had specifically requested no intervention formed the control group. Both intervention groups were tutored in the given technique for two, one-hour sessions
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Learning outcomes

After studying this course, you should be able to:

  • identify various techniques that can be used to analyse media text

  • give examples of how celebrity activity is represented in the media

  • define specific media terms such as genre and tabloidisation

  • understand the term celebrity in relation to its representation in the media.


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9.1 What is a state machine?

An event is an occurrence of a phenomenon at a certain moment in time. The occurrence of the event itself is assumed to have no duration. Typically, when an event occurs, it affects the state of an object. A state machine is a model of the behaviour of a single object over time and helps you to understand how that object's state affects its reactions to events.

Figure 18 shows a state machine diagram (known as a statechart diagram in the UML) relating to the occupancy of a room in a hot
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6.5 More about actors

In the hotel example, you saw two actors in the use case diagram shown in Figure 3 (reproduced below). Why is the actor Guest associated with the use case for making a reservation but not associated with the use cases for checking in and out? The answer comes from an understanding of what happens when someone, a guest, arrives at a hotel. Hotels are service oriented. That is to say, they offer certain services to their guests with the intention of earning money for the business. A hote
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6 What you should present

This assessment course has two parts. Part A requires you to plan, monitor, evaluate and reflect upon your skills, and present evidence of that process. Part B requires you to select concise examples of your work that demonstrate what you have done to improve and apply your skills. Together the two parts form a portfolio of your achievements. You can use the guidance, Bookmarks and Skills Sheets included in OpenLearn course U529_1 Key skills – making a difference to help you structur
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4 Structure of the assessment courses

This key skills assessment course does not have specific questions with word limits and no statements indicating you include, say, an essay or a report. Instead, as you tackle the course you need to ask yourself ‘Which pieces of work show my skills and capabilities to best advantage?’ When you have identified and selected evidence of your skills, you must then relate this evidence directly to the criteria.

This method of building a portfolio is based not on providing right or wrong
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2.3 Learning more

Consider your main use for the PC, and check that you have the skills or knowledge you need. Although some students use spreadsheets and databases, the key skills for most students are:

  • word processing study notes and assignments;

  • searching for information on the web;

  • using conferencing and email.

If you feel you need to know more about using your computer there are a number of options open to you.
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3 Phenomenological accounts

In this section of the course, you will look at how phenomenologists focus on the idea of a ‘lived experience’. You will then go on to look at this in relation to multiple sclerosis (MS).


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2.3 Summary of Section 2

Mind–body dualism has been a pervasive problem since the seventeenth century. One consequence of this dualism is the way in which bodies have been treated in psychology. They have generally either been ignored or reduced to biology. However, our bodies are much more than simply biology; at the very least, they are the interface between the individual and the social world or, more radically, they are inherently social objects. There is growing recognition of the interaction between our bodie
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3.5.1 Expectancy versus effect

One of the biggest problems in evaluating psychological interventions is that even if a treatment appears to ‘work’ it can still be difficult to ascertain whether the results were a consequence of the treatment itself. The improvement might have occurred anyway, with or without the treatment, or the apparent benefits might have resulted from other factors, such as being able to discuss the difficulties with a professional who understands. Any treatment can lead to expectations of i
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3 Lesson delivery

The way in which we deliver our lessons will have an impact on the students' interest and engagement in the work. If we appear enthused and excited by the subject that we are studying, then at least some of this enthusiasm will inevitably rub off on our class.

The successful teacher will deliver his or her lessons with a sense of:

  • Pace: keeping the class and the learning moving forwards.

  • Clarity: knowing where the les
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5.7 Summary

This section of the course 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 sci
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2.2 Thinking about core values underpinning your work with other professionals

Activity 3

0 hours 40 minutes

The objective of this activity is:

  • to examine your own practice in relation to working with pare
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4.6 Gender and power in the workplace

Activity 16

0 hours 20 minutes

If you are, or have been, employed in a health and social care service, think about the ways in which gendered power ‘works’ in
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4 ‘Women's work’

Gender and power play a role in keeping issues pertaining to intimate care out of the public arena. One reason for carers' (who are much more likely to be women) comparative silence in our culture is that much of what many women do is defined as ‘private’ or ‘personal’. Unfortunately, things women talk about are often downgraded – being deemed unimportant or ‘boring’. When large and difficult areas of experience are left out of public discussion we need to ask why. Ignoring the
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1.4.10 Unfinished business

When people die suddenly we can never be sure that they have done and said what they want and are able to do. Meg’s long term-illness gave her a lot of time for reflection and preparation, so that while her death was sudden and she was unable to see her younger son, she also had the opportunity for conversations with people about her death. However, there may have been last-minute wishes that Meg was unable to express.

Li’s sudden stroke may have left her with things unsaid, but her
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1.4.9 Professional help

Vic’s last few weeks were spent in a state of increasing distrust of the ward staff, since there was never any attempt to open a dialogue from either side. The staff appeared to misinterpret Vic’s silence, and without giving Vic the opportunity to talk, were left having to guess at his wishes.

Li seemed to be able to manage her own treatment in her own way, choosing to combine two systems of medicine. She did, however, have to be assertive with the nursing home staff who were reluct
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