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ccu ccurl ccid
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ccu definition term ccid
Olympics_1 An elevated citadel. The Acropolis of Athens is the site of several temples and monuments that were of great cultural significance to ancient Athenians. Acropolis 404699
Olympics_1 An alliance of cities from the southern region of mainland Greece. The Aetolians are credited with reviving the Soteria games in the 3rd century BCE. Aetolians 404699
Olympics_1 An Ancient Greek poet who lived in the 5th century BCE. All his works have been lost. Agathon 404699
Olympics_1 A prominent public figure of Athens. He was born in the 5th century BCE to a wealthy family and developed a successful career in politics and the military. Alcibiades 404699
Olympics_1 King of Macedon (a region in northeast Greece) during the 4th century BCE. He oversaw a programe of military expansion that led to the creation of one of the largest empires in ancient history, stretching from the Ionian sea to the Himalaya. Alexander the Great 404699
Olympics_1 The sacred grove of Olympia, where temples, halls, altars and the treasuries were located Altis 404699
Olympics_1 In Greek mythology, the son of Zeus and Leto. Apollo, as a god, had a broad range of associations, including medicine, the sun, truth, music and poetry. Apollo 404699
Olympics_1 Inhabitants of Arcadia, a central region of the Peloponnesian peninsula. Arcadians 404699
Olympics_1 The excellence that an Ancient Greek athlete was expected to strive for in his training and competitions. Arete was associated with notions of courage, strength and virtue. Arete 404699
Olympics_1 Ancient Greek philosopher, poet, mathematician, physicist, musician and biologist who lived in the 4th century BCE. Aristotle 404699
Olympics_1 A traditional small Ancient Greek container used to store olive oil or perfume. Aryballos 404699
Olympics_1 Political system developed in Athens in the late 6th c. BCE whereby individuals voted in person during an assembly rather than appointing political representatives. Only adult male citizens were allowed to vote. Athenian democracy 404699
Olympics_1 One of the several calendars that existed in Ancient Greece. The Attic calendar was used in the region of Attica, which included the city of Athens. Attic calendar 404699
Olympics_1 In Greek mythology, a king of Elis. One of Hercules’s tasks was to clean Augeias’s stable, which supposedly had 1,000 cattle and had not been cleaned for 30 years. Augeias 404699
Olympics_1 a strip of starting blocks that stretched across the surface of the stadion with a groove for the athletes to position their toes. Balbis 404699
Olympics_1 the period of Roman history between the 4th and 15th centuries CE, when the capital city of the Eastern Roman Empire was located at Constantinople, Greek was the primary language and Christianity was adopted as the official religion. Byzantine period 404699
Olympics_1 An Ancient Greek city founded in the 7th century BCE. Byzantium would later become Constantinople and, in 1930, Istanbul. Byzantium 404699
Olympics_1 In Ancient Greece, the period between the 5th and 4th centuries BCE. It was a period of significant artistic, philosophical, scientific and political developments. Classical period 404699
Olympics_1 a legendary archon (i.e. ruler) of Pisa, an ancient town in the western Peloponnese which controlled an area that included Olympia. Pisa was subjugated by the town of Elis in the 6th century BCE. Cleosthenes 404699
Olympics_1 An annual celebration held in the Cotswolds (England), including a combination of dance, spectacles and competitions such as shin kicking and tug of war. Cotswold Games 404699
Olympics_1 A bull sent by Poseidon. King Minos thought the bull was too beautiful to sacrifice, so, in anger, Poseidon, made it rampage all over Crete. Hercules killed the bull by order of Eurystheus as one of his labours. Cretan bull 404699
Olympics_1 According to some historians, the period between the 13th and 9th centuries BCE in Greece. ‘Dark’ refers to the fact that relatively little historical or archaeological evidence was available for this period (although this is increasingly being rectified by more modern research). Dark Ages 404699
Olympics_1 A city in lower central Greece, where the Sanctuary of Apollo and the Delphic oracle were located. Delphi 404699
Olympics_1 Part of the sanctuary of Apollo in Delphi. The oracle was highly sacred and influential throughout the Greek world. It was believed to provide council and prophetic opinons. However, it only spoke through a priestess (an older woman who would convey the oracle’s message to the priests whilst in trance). Delphic oracle 404699
Olympics_1 A type of race in which athletes had to run the length of the stadion and back. Diaulos 404699
Olympics_1 A long race of approximately 7.5 to 9 kilometres. Dolichos 404699
Olympics_1 Ancient Greek philosopher who lived between the 1st and 2nd centuries CE. No writings of Epictetus himself have survived, but his teachings were transcribed by one of his pupils, Arrian. Epictetus 404699
Olympics_1 An Ancient Greek playwright who lived in the 5th century BCE. Hippolytus, Medea, Electra and the Bacchae are among his most famous plays. Euripides 404699
Olympics_1 In the Roman Republic and Empire, public spectacles consisting of fights that involved armed combatants. These combatants could fight against each other, against wild animals or condemned criminals. Gladiatorial contests 404699
Olympics_1 A public location used for training, education, exercise and socialising. Gymnasion 404699
Olympics_1 An ancient athlete’s coach. It was the responsibility of the gymnastes to train the athlete’s body and mind, encouraging the development of physical skills, endurance, strength and moral values. Gymnastes 404699
Olympics_1 Literally the naked games (the sporting events in which naked athletes competed against each other). The gymnikoi agones were held on the stadion and did not involve horses. Gymnikoi agones 404699
Olympics_1 The Ancient Greek equivalent of the modern long jump. Halma 404699
Olympics_1 The judges of the Ancient Olympic Games. They supervised events, participated in religious ceremonies, made sure that all rules were followed, and awarded prizes to the victors. Hellanodikai 404699
Olympics_1 Adjective relating to the Greek nation or identity. Hellenic 404699
Olympics_1 In Ancient Greece, the period between the 4th and 2nd centuries BCE. It followed the Classical period. Hellenistic period 404699
Olympics_1 In Greek mythology, goddess of women and marriage. Hera was the wife of god Zeus. Hera 404699
Olympics_1 In Ancient Greek mythology, an epic hero, son of Zeus and Alcmena. According to the legend, Eurystheus, the king of Mycenae, sent Hercules on a series of near impossible tasks, known as the Labours of Hercules. The Greek name for Hercules is ‘Herakles’. Hercules 404699
Olympics_1 In Greek mythology, the messenger god. He was patron of boundaries and guided human souls into the Underworld. Hermes 404699
Olympics_1 Ancient Greek historian who lived in the 5th century BCE. His most significant work is The Histories, where he describes various cultures and geographical regions from the Mediterranean and Western Asia. Herodotus 404699
Olympics_1 Long oxhide straps that were wrapped around the boxer’s wrists and hands. Himantes 404699
Olympics_1 Literally, the equestrian games (including horse and chariot races). They were held on the hippodrome. Hippikoi agones 404699
Olympics_1 Daughter of king Oinomaos. Pelops fell in love with Hippodameia, but Oinomaos would only give her hand to the suitor who could beat him in a chariot race. Pelops and Hippodameia sabotaged Oinomaos’s chariot, causing Oinomaos’s death during the race. Hippodameia 404699
Olympics_1 A large area in the city of Constantinople (the capital of the Byzantine Empire), where sporting and social events were held. Hippodrome of Constantinople 404699
Olympics_1 One of the greatest epic poets of Ancient Greece. He is believed to be the author of the Iliad and the Odyssey. He probably lived around the 8th century BCE, although very little is known of his life. Homer 404699
Olympics_1 A race in which athletes dressed in military armour and ran two laps around the stadion. Hoplitodromos 404699
Olympics_1 An epic poem attributed to Homer, describing the clashes between King Agamemnon and the warrior Achilles in the context of the Trojan War. Iliad 404699
Olympics_1 The international corporation that organises the modern Olympic Games. It was founded by Pierre de Coubertin. International Olympic Committee 404699
Olympics_1 The body of water in the Mediterranean Sea that lies between the Italian and Greek peninsulas. Ionian Sea 404699
Olympics_1 A king of Elis who, according to legend, restored the Olympic Games after the Dorian invasion. Iphitos 404699
Olympics_1 The sense of fairness and equality that, in principle, all Ancient Olympic athletes had a right to. Isonomia 404699
Olympics_1 An athletic festival held in Corinth every two years between the 6th century BCE and the 4th century CE. It was considered one of the four Panhellenic Games of Ancient Greece. Isthmian Games 404699
Olympics_1 The narrow stretch of land near the city of Corinth that connects the Peloponnese with the rest of mainland Greece to the North. Isthmus of Corinth 404699
Olympics_1 A Roman province covering areas of modern Palestine and Israel. Judaea 404699
Olympics_1 Roman poet who lived during the 1st and 2nd centuries CE. He is best known for his Satires, which provide a poignant critique of Roman society. Juvenal 404699
Olympics_1 The classical principle of balance and harmony of body and mind. It was associated with a good upbringing and a noble character. Kalokagathia 404699
Olympics_1 A German philosopher who lived in the 18th century. He wrote on a wide range of subjects, including ethics, which he explores in detail in his text Critique of Practical Reason. Kant 404699
Olympics_1 Ruler of Pergamon during the 2nd century BCE. He allied with the Romans against the Macedonians and the Seleucid Empire, but later fell out of favour with the Romans when he was suspected of conspiring against them. King Eumenes II of Pergamon 404699
Olympics_1 King of the Hellenes between 1863 and 1913. He presided over the 1896 Olympics in Athens. King George I of Greece 404699
Olympics_1 A palm branch awarded to an Ancient Olympic victor. Klados phoinikos 404699
Olympics_1 The honour and fame that an athlete obtained with his victory. Kleos was also used to refer to the glory associated with epic heroes in classical mythology and honourable citizens. Kleos 404699
Olympics_1 A traditional Ancient Greek wine-drinking cup. It was broad and shallow and had a handle on either side. Kylix 404699
Olympics_1 A lawgiver of Sparta, who according to legend, made his people promise that they would obey his laws while he was away visiting the Delphic oracle and then commited suicide instead of returning so Spartans would remain bound to their promise for eternity. Lycurgus of Sparta 404699
Olympics_1 A professional speech writer who lived in Ancient Greece during the 5th century BCE. Lysias 404699
Olympics_1 Ancient inhabitants of the alluvial plain around the rivers Haliacmon and lower Axius in the northeastern part of the Greek mainland. Macedonians 404699
Olympics_1 In classical architecture, a decorative band made of stone, often carved and painted, usually found on the frieze of temples and other monumental buildings. Metope 404699
Olympics_1 A Bronze Age civilisation associated with the island of Crete. They flourished between the 27th and 15th centuries BCE and used a script known as Linear A, which has not been deciphered yet. Minoans 404699
Olympics_1 A Bronze Age civilisation of Ancient Greece that flourished between the 17th and 12th centuries BCE. They participated in long diatance trade and used a script known as Linear B. Mycenaens 404699
Olympics_1 An ancient Greek site in the northeastern region of the Peloponnesian peninsula, controlled by the town of Cleonae. Nemea 404699
Olympics_1 An athletic festival held in Nemea every two (or three) years between the 6th century BCE and the 4th century CE. It was considered one of the four Panhellenic Games of Ancient Greece. Nemean Games 404699
Olympics_1 The Ancient Greek goddess of victory. She was represented as a winged female, flying over sports grounds and battlefields and rewarding victors with glory and fame. Nike 404699
Olympics_1 Ancient games held in the town of Pergamon (the modern city of Bergama) in honour of the goddess Athena Nikephoros (i.e. Athena the victory bringer). Nikephoria Games 404699
Olympics_1 In Greek mythology a king of Elis, father of Hippodameia. He feared a prophesy that claimed he would be murdered by his son-in-law. Oinomaos 404699
Olympics_1 Name given to the four-year cycle between each Ancient Olympic festival. Olympiad 404699
Olympics_1 The rules, guidelines and fundamental principles set by the Olympic Committee for the organisation of the modern Olympic Games. Olympic charter 404699
Olympics_1 Ancient Olympic wrestling. Pale 404699
Olympics_1 Literally ‘all-Greek’, relating to the common identity and / or culture shared by Greek citizens from different city-states in antiquity. ‘Panhellenic Games’ was the name given to the four large athletic festivals that brought together Greek citizens from different corners of the Hellenic world: the Pythian, Nemean, Isthmian and Olympic Games. Panhellenic 404699
Olympics_1 A pankration fighter. Pankratiast 404699
Olympics_1 A temple on the Athenian Acropolis dedicated to the Greek goddess Athena, protector of the city of Athens. Parthenon 404699
Olympics_1 In Greek mythology, Patroclus was Achilles’s best friend. According to Homer’s Iliad, when Patroclus died, Achilles cremated his remains and organised funeral games in his honour. Patroclus 404699
Olympics_1 Greek author who lived in the 2nd century CE. One of his most famous works is Description of Greece, in which he describes the Greek Isles from firsthand observations. Pausanias 404699
Olympics_1 The southernmost region of mainland Greece, covering an area of some 8,320 square miles. It was named after the mythological character Pelops. Peloponnesian peninsula 404699
Olympics_1 According to Greek mythology, one of the ancient kings of Pisa (an ancient town in the western Peloponnese which controlled an area that included Olympia). The cult of Pelops developed into one of the founding myths of the Ancient Olympic Games. Pelops 404699
Olympics_1 An influential politician and general who lived in Athens during the 5th century BCE. Pericles 404699
Olympics_1 A Greek philosopher who lived between the 2nd and 3rd centuries CE. His two most significant works are Heroicus (where he discusses the heroes of the Trojan War) and Imagines (a description of 64 works of art – possibly imaginary – from a gallery in Naples). Philostratus the Elder 404699
Olympics_1 An Ancient Greek poet who lived betewen the 6th and 5th centuries BCE. Pindar produced, among other things, victory odes celebrating the triumphs of athletes in Panhellenic games. Pindar 404699
Olympics_1 Ancient inhabitants of Pisa, a town in the western Peloponnese. Pisa controlled an area that included Olympia. However, in the 6th century BCE, they were subjugated by the townof Elis. Pisatans 404699
Olympics_1 Ancient Greek philosopher who lived between the 5th and 4th centuries BCE. His most significant work is a corpus of texts written in the form of conversations and known as the Socratic Dialogues, named after his teacher, Socrates. Plato 404699
Olympics_1 The Ancient Greek god of the sea and earthquakes. According to mythology, he was a son of Cronus and Rhea. Poseidon 404699
Olympics_1 A city’s seat of government in Ancient Greece (a rough equivalent of our modern town halls). Olympia’s Prytaneion was the seat of government of Elis. The Prytaneion also fulfilled a religious role (as the home of Hestia, goddess of the hearth). Olympic victors were given a banquet in the Prytaneion. Prytaneion 404699
Olympics_1 An athletic festival held in Delphi once every four years between the 6th century BCE and the 4th century CE. It was considered one of the four Panhellenic Games of Ancient Greece. Pythian Games 404699
Olympics_1 The Ancient Olympic equivalent of modern boxing. Pyx 404699
Olympics_1 The long stick used by the Hellanodikai and the gymnastes to maintain discipline. Rhabdos 404699
Olympics_1 Games held in the city of Sebastaeia, in Judaea, in honour of the Roman emperor. Sebasteia Games 404699
Olympics_1 A structure used as part of the cult of Pelops in Olympia. It was located in the sacred grove, next to the Temple of Zeus and the alleged tomb of Pelops. Shrine of Pelops 404699
Olympics_1 A shallow pit dug into the surface of the stadion and used for wrestling matches. Skamma 404699
Olympics_1 Small athletic festivals held in several cities across Ancient Greece in honour of the soter (a heroic figure regarded as a saviour). Soteria Games 404699
Olympics_1 Inhabitants of a Greek city-state situated in south-eastern Peloponnese. Sparta was the principal enemy of Athens during the Peloponnesian War of the 5th century BCE. Spartans 404699
Olympics_1 The running track in which the gymnikoi agones were held. The stadion of Olympia was a very simple structure, consisting of a flat surface made of plain soil with two slopes on either side for the audience to stand. Stadion was also the name given to a type of sprint race. Stadion 404699
Olympics_1 A traditional Ancient Greek container used to store liquids. Stamnos 404699
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10374 http://openlearn.open.ac.uk/file.php/4497/!via/oucontent/course/10374/e210_b2_fig004.jpg E210_1_e210_b2_fig004.jpg image/jpeg Learning outcomes E210_1 4497 e210_b2_fig004.jpg http://openlearn.open.ac.uk/mod/oucontent/view.php?id=406566&section=1 jpg
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10374 http://openlearn.open.ac.uk/file.php/4497/!via/oucontent/course/10374/e210_b2_fig003.jpg E210_1_e210_b2_fig003.jpg image/jpeg Conclusion E210_1 4497 e210_b2_fig003.jpg http://openlearn.open.ac.uk/mod/oucontent/view.php?id=406566&section=8 jpg
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198 http://openlearn.open.ac.uk/file.php/2535/!via/oucontent/course/198/mus_t3_08v_f.flv TL_MUSICT3_mus_t3_08v_f.flv video/x-flv 1.5.2 Resources TL_MUSICT3 2535 mus_t3_08v_f.flv http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397729&section=1.5.2 flv
198 http://openlearn.open.ac.uk/file.php/2535/!via/oucontent/course/198/mus_t3_08v_f.srt TL_MUSICT3_mus_t3_08v_f.srt text/html 1.5.2 Resources TL_MUSICT3 2535 mus_t3_08v_f.srt http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397729&section=1.5.2 srt
198 http://openlearn.open.ac.uk/file.php/2535/!via/oucontent/course/198/mus_t3_08v_f.description.mp3 TL_MUSICT3_mus_t3_08v_f.description.mp3 text/html 1.5.2 Resources TL_MUSICT3 2535 mus_t3_08v_f.description.mp3 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397729&section=1.5.2 mp3
759 http://openlearn.open.ac.uk/file.php/2807/!via/oucontent/course/759/pgce_1_001i.jpg PGCE_1_pgce_1_001i.jpg image/jpeg 1 The professional role: its nature and purposes PGCE_1 2807 pgce_1_001i.jpg http://openlearn.open.ac.uk/mod/oucontent/view.php?id=399343&section=2 jpg
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759 http://openlearn.open.ac.uk/file.php/2807/!via/oucontent/course/759/chap11wragg.pdf PGCE_1_chap11wragg.pdf application/pdf 2 The role of the form or group tutor PGCE_1 2807 chap11wragg.pdf http://openlearn.open.ac.uk/mod/oucontent/view.php?id=399343&section=3 pdf
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Education 11537 407588 Learning a second language E852_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=407588 E852 http://openlearn.open.ac.uk/course/view.php?name=E852_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4524/E852_1_rss.xml 4524
Education 11096 407194 Leadership and context E856_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=407194 E856 http://openlearn.open.ac.uk/course/view.php?name=E856_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4519/E856_1_rss.xml 4519
Education 10374 406566 Understanding early years environments and children’s spaces E210_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=406566 E210 http://openlearn.open.ac.uk/course/view.php?name=E210_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4497/E210_1_rss.xml 4497
Education 145 397517 Understanding children: Babies being heard Y156_2 2 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397517 Y156 http://openlearn.open.ac.uk/course/view.php?name=Y156_2 http://openlearn.open.ac.uk/rss/file.php/stdfeed/3980/Y156_2_rss.xml 3980
Education 10807 406964 Engaging with educational research E891_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=406964 E891 http://openlearn.open.ac.uk/course/view.php?name=E891_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4501/E891_1_rss.xml 4501
Education 210 397777 Creating open educational resources OER_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397777 OER http://openlearn.open.ac.uk/course/view.php?name=OER_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/3636/OER_1_rss.xml 3636
Education 212 402076 Curriculum framework in Scotland E801_3 3 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=402076 E801 http://openlearn.open.ac.uk/course/view.php?name=E801_3 http://openlearn.open.ac.uk/rss/file.php/stdfeed/3863/E801_3_rss.xml 3863
Education 198 397729 Using film music in the classroom TL_MUSICT3 MUSICT3 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397729 TL http://openlearn.open.ac.uk/course/view.php?name=TL_MUSICT3 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2535/TL_MUSICT3_rss.xml 2535
Education 397769 Teach Global TG_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397769 TG http://openlearn.open.ac.uk/course/view.php?name=TG_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/3426/TG_1_rss.xml 3426
Education 759 399343 An introduction to the wider professional role of the teacher in England PGCE_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=399343 PGCE http://openlearn.open.ac.uk/course/view.php?name=PGCE_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2807/PGCE_1_rss.xml 2807
Education 179 397653 School Governors: Secondary school monitoring E500_8 8 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397653 E500 http://openlearn.open.ac.uk/course/view.php?name=E500_8 http://openlearn.open.ac.uk/rss/file.php/stdfeed/1630/E500_8_rss.xml 1630
Education 174 397633 School Governors: Planning for improvement E500_4 4 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397633 E500 http://openlearn.open.ac.uk/course/view.php?name=E500_4 http://openlearn.open.ac.uk/rss/file.php/stdfeed/1547/E500_4_rss.xml 1547
Education 175 397637 School Governors: Performance management E500_9 9 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397637 E500 http://openlearn.open.ac.uk/course/view.php?name=E500_9 http://openlearn.open.ac.uk/rss/file.php/stdfeed/1555/E500_9_rss.xml 1555
Education 181 397661 School Governors: Organisation and practice E500_2 2 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397661 E500 http://openlearn.open.ac.uk/course/view.php?name=E500_2 http://openlearn.open.ac.uk/rss/file.php/stdfeed/1654/E500_2_rss.xml 1654
Education 178 397649 School Governors: Building relationships E500_3 3 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397649 E500 http://openlearn.open.ac.uk/course/view.php?name=E500_3 http://openlearn.open.ac.uk/rss/file.php/stdfeed/1616/E500_3_rss.xml 1616
Education 177 397645 School Governors: Being strategic E500_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397645 E500 http://openlearn.open.ac.uk/course/view.php?name=E500_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/1611/E500_1_rss.xml 1611
Education 188 397689 School geography: Exploring a definition TL_GEOGSK6 GEOGSK6 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397689 TL http://openlearn.open.ac.uk/course/view.php?name=TL_GEOGSK6 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2471/TL_GEOGSK6_rss.xml 2471
Education 191 397701 School business manager: Developing the role TL_MANAGER MANAGER http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397701 TL http://openlearn.open.ac.uk/course/view.php?name=TL_MANAGER http://openlearn.open.ac.uk/rss/file.php/stdfeed/2474/TL_MANAGER_rss.xml 2474
Education 182 397665 Governors' target setting: Primary schools E500_5 5 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397665 E500 http://openlearn.open.ac.uk/course/view.php?name=E500_5 http://openlearn.open.ac.uk/rss/file.php/stdfeed/1769/E500_5_rss.xml 1769
Education 171 397621 Governors' target setting: Secondary schools E500_6 6 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397621 E500 http://openlearn.open.ac.uk/course/view.php?name=E500_6 http://openlearn.open.ac.uk/rss/file.php/stdfeed/1528/E500_6_rss.xml 1528
Education 192 397705 Teaching languages: Language awareness TL_MFLT5 MFLT5 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397705 TL http://openlearn.open.ac.uk/course/view.php?name=TL_MFLT5 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2475/TL_MFLT5_rss.xml 2475
Education 187 397685 Teaching citizenship: Work and the economy TL_CIT5 CIT5 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397685 TL http://openlearn.open.ac.uk/course/view.php?name=TL_CIT5 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2470/TL_CIT5_rss.xml 2470
Education 194 397713 Introduction to accelerated learning TL_RE_T4 RE http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397713 TL http://openlearn.open.ac.uk/course/view.php?name=TL_RE_T4 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2477/TL_RE_T4_rss.xml 2477
Education 197 397725 Using visualisation in maths teaching TL_MATHT9 MATHT9 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397725 TL http://openlearn.open.ac.uk/course/view.php?name=TL_MATHT9 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2524/TL_MATHT9_rss.xml 2524
Education 190 397697 Encouraging book talk in the school library TL_LIBRARY LIBRARY http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397697 TL http://openlearn.open.ac.uk/course/view.php?name=TL_LIBRARY http://openlearn.open.ac.uk/rss/file.php/stdfeed/2473/TL_LIBRARY_rss.xml 2473
Education 209 397773 Creativity, community and ICT TL_ICT_1 ICT http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397773 TL http://openlearn.open.ac.uk/course/view.php?name=TL_ICT_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/3623/TL_ICT_1_rss.xml 3623
Education 189 397693 Geography in education: exploring a definition TL_GEOGT1 GEOGT1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397693 TL http://openlearn.open.ac.uk/course/view.php?name=TL_GEOGT1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2472/TL_GEOGT1_rss.xml 2472
Education 199 397733 Dance skills TL_DANCE1 DANCE1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397733 TL http://openlearn.open.ac.uk/course/view.php?name=TL_DANCE1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2536/TL_DANCE1_rss.xml 2536
Education 186 397681 Democracy? You think you know? TL_CIT4 CIT4 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397681 TL http://openlearn.open.ac.uk/course/view.php?name=TL_CIT4 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2469/TL_CIT4_rss.xml 2469
Education 180 397657 School Governors: primary school monitoring E500_7 7 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397657 E500 http://openlearn.open.ac.uk/course/view.php?name=E500_7 http://openlearn.open.ac.uk/rss/file.php/stdfeed/1653/E500_7_rss.xml 1653
Education 176 397641 Teaching for good behaviour E500_14 14 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397641 E500 http://openlearn.open.ac.uk/course/view.php?name=E500_14 http://openlearn.open.ac.uk/rss/file.php/stdfeed/1593/E500_14_rss.xml 1593
Education 172 397625 Active, healthy lifestyles E500_13 13 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397625 E500 http://openlearn.open.ac.uk/course/view.php?name=E500_13 http://openlearn.open.ac.uk/rss/file.php/stdfeed/1529/E500_13_rss.xml 1529
Education 173 397629 Teaching using digital video in secondary schools E500_12 12 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397629 E500 http://openlearn.open.ac.uk/course/view.php?name=E500_12 http://openlearn.open.ac.uk/rss/file.php/stdfeed/1543/E500_12_rss.xml 1543
Education 193 397709 Enhancing pupil learning on museum visits TL_MUSEUMS MUSEUMS http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397709 TL http://openlearn.open.ac.uk/course/view.php?name=TL_MUSEUMS http://openlearn.open.ac.uk/rss/file.php/stdfeed/2476/TL_MUSEUMS_rss.xml 2476
Education 185 397677 Careers education and guidance TL_CAREERS CAREERS http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397677 TL http://openlearn.open.ac.uk/course/view.php?name=TL_CAREERS http://openlearn.open.ac.uk/rss/file.php/stdfeed/2468/TL_CAREERS_rss.xml 2468
Education 184 397673 Why teach art? TL_ARTT1 ARTT1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397673 TL http://openlearn.open.ac.uk/course/view.php?name=TL_ARTT1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2467/TL_ARTT1_rss.xml 2467
Education 760 399347 Chartered teachers in Scotland EE851_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=399347 EE851 http://openlearn.open.ac.uk/course/view.php?name=EE851_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/3788/EE851_1_rss.xml 3788
Education 397669 Inclusive education: Knowing what we mean E848_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397669 E848 http://openlearn.open.ac.uk/course/view.php?name=E848_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2083/E848_1_rss.xml 2083
Education 397745 Evaluating school classroom discussion E844_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397745 E844 http://openlearn.open.ac.uk/course/view.php?name=E844_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2636/E844_1_rss.xml 2636
Education 204 397753 Knowledge in everyday life E230_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397753 E230 http://openlearn.open.ac.uk/course/view.php?name=E230_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2794/E230_1_rss.xml 2794
Education 397741 Thinking about how I work with other professionals E115_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397741 E115 http://openlearn.open.ac.uk/course/view.php?name=E115_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2633/E115_1_rss.xml 2633
Education 200 397737 Teaching assistants: Support in action E111_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397737 E111 http://openlearn.open.ac.uk/course/view.php?name=E111_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2574/E111_1_rss.xml 2574
Education 5587 403038 Eating to win: Activity, diet and weight control E112_3 3 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=403038 E112 http://openlearn.open.ac.uk/course/view.php?name=E112_3 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4424/E112_3_rss.xml 4424
Education 207 397765 Accessibility of eLearning H807_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397765 H807 http://openlearn.open.ac.uk/course/view.php?name=H807_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/3049/H807_1_rss.xml 3049
Education 203 397749 Supporting professional development in Initial Teacher Training PGCE_2 2 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397749 PGCE http://openlearn.open.ac.uk/course/view.php?name=PGCE_2 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2704/PGCE_2_rss.xml 2704
Education 196 397721 Finding information in education LIB_3 3 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397721 LIB http://openlearn.open.ac.uk/course/view.php?name=LIB_3 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2508/LIB_3_rss.xml 2508
Education 206 397761 Language as a medium for teaching and learning E841_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397761 E841 http://openlearn.open.ac.uk/course/view.php?name=E841_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/3040/E841_1_rss.xml 3040
Education 195 397717 A global dimension to science education in schools TL_SCIT5 SCIT5 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397717 TL http://openlearn.open.ac.uk/course/view.php?name=TL_SCIT5 http://openlearn.open.ac.uk/rss/file.php/stdfeed/2478/TL_SCIT5_rss.xml 2478
Education 1570 399993 Developing good academic practices DGAP_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=399993 DGAP http://openlearn.open.ac.uk/course/view.php?name=DGAP_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4329/DGAP_1_rss.xml 4329
Arts and Humanities 11512 407547 Introducing the philosophy of religion A222_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=407547 A222 http://openlearn.open.ac.uk/course/view.php?name=A222_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4516/A222_1_rss.xml 4516
Arts and Humanities 11213 407354 An introduction to material culture A151_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=407354 A151 http://openlearn.open.ac.uk/course/view.php?name=A151_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4542/A151_1_rss.xml 4542
Arts and Humanities 11036 407185 Sam Selvon, The Lonely Londoners A230_2 2 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=407185 A230 http://openlearn.open.ac.uk/course/view.php?name=A230_2 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4533/A230_2_rss.xml 4533
Arts and Humanities 11000 407167 Making sense of art history Y180_2 2 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=407167 Y180 http://openlearn.open.ac.uk/course/view.php?name=Y180_2 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4531/Y180_2_rss.xml 4531
Arts and Humanities 7693 404699 The Ancient Olympics: Bridging past and present Olympics_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=404699 Olympics http://openlearn.open.ac.uk/course/view.php?name=Olympics_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4450/Olympics_1_rss.xml 4450
Arts and Humanities 10324 406540 John Webster, The Duchess of Malfi A230_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=406540 A230 http://openlearn.open.ac.uk/course/view.php?name=A230_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4477/A230_1_rss.xml 4477
Arts and Humanities 406741 Studying the arts and humanities A103_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=406741 A103 http://openlearn.open.ac.uk/course/view.php?name=A103_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4514/A103_1_rss.xml 4514
Arts and Humanities 10530 406696 Voice-leading analysis of music 3: the background AA314_3 3 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=406696 AA314 http://openlearn.open.ac.uk/course/view.php?name=AA314_3 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4509/AA314_3_rss.xml 4509
Arts and Humanities 10529 406688 Voice-leading analysis of music 2: the middleground AA314_2 2 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=406688 AA314 http://openlearn.open.ac.uk/course/view.php?name=AA314_2 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4508/AA314_2_rss.xml 4508
Arts and Humanities 10528 406680 Voice-leading analysis of music 1: the foreground AA314_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=406680 AA314 http://openlearn.open.ac.uk/course/view.php?name=AA314_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4507/AA314_1_rss.xml 4507
Arts and Humanities 10526 406658 History as commemoration A103_6 6 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=406658 A103 http://openlearn.open.ac.uk/course/view.php?name=A103_6 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4505/A103_6_rss.xml 4505
Arts and Humanities 10525 406653 Form and uses of language A103_5 5 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=406653 A103 http://openlearn.open.ac.uk/course/view.php?name=A103_5 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4504/A103_5_rss.xml 4504
Arts and Humanities 9739 406290 Continuing classical Latin A397_1 1 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=406290 A397 http://openlearn.open.ac.uk/course/view.php?name=A397_1 http://openlearn.open.ac.uk/rss/file.php/stdfeed/4474/A397_1_rss.xml 4474
Arts and Humanities 26 397085 Schubert's Lieder: Settings of Goethe's Poems A207_2 2 http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397085 A207 http://openlearn.open.ac.uk/course/view.php?name=A207_2 http://openlearn.open.ac.uk/rss/file.php/stdfeed/1502/A207_2_rss.xml 1502
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\\DCTM_FSS\content\Teaching and curriculum\Modules\E Modules\E210\E210 materials\OpenLearn\E210 Study Unit 01\_Assets\e210_b2_fig004.jpg 10374 406566 E210_1 e210_b2_fig004.jpg Figure 2 4497 A girl jumping off a rock on a grassy bank with her arms in the air. The practitioner is standing by to catch her if needed.
\\DCTM_FSS\content\Teaching and curriculum\Modules\E Modules\E210\E210 materials\OpenLearn\E210 Study Unit 01\_Assets\e210_b2_fig003.jpg 10374 406566 E210_1 e210_b2_fig003.jpg Figure 3 4497 Three boys with spades. Two boys are attempting to dig a hole, while the other one watches. The practitioner is standing nearby.
\\DCTM_FSS\content\Teaching and curriculum\Modules\E Modules\E891\E891 materials\OpenLearn\E891 Study Unit 01\_Assets\e891_1_olu_f01.jpg 10807 406964 E891_1 e891_1_olu_f01.jpg 1 Relating ontology, epistemology and methodology 4501 This figure is the second segment of a larger figure to be shown in full later, in the conclusion of this unit. There are four segments in the larger figure, each describing four phases in the research process. The first segment of the larger figure represented the first phase of the research process which considered the ‘Initial research questions’. This second segment, entitled ‘Paradigm’, represents the second phase in the process which considers the ‘Refined research questions’. The segment contains four arrows forming a cruciform shape. The first arrow points upwards to the question ‘What is there to study? (ontology)’. The second arrow points down to the question ‘How can we know about it? (epistemology)’. The third arrow emerges from the left-hand border between the first and second segments, and points to the right, to the centre of the cruciform shape. The fourth arrow emerges from the right and also points to the centre of the cruciform shape. It is pointing from the main descriptor of this segment, the ‘Refined research questions’. Further to the right of this descriptor, an arrow points towards the questions ‘How do we find out what we are looking for? What data is needed? (methodology)’. These questions are on the boundary between the second and third segments. This indicates that the initial research questions are refined when they are related to the researcher’s ontological and epistemological theories. The refined questions are then subjected to consideration about how to produce the data necessary.
\\DCTM_FSS\content\Teaching and curriculum\Modules\E Modules\E891\E891 materials\OpenLearn\E891 Study Unit 01\_Assets\e891_1_olu_f02.jpg 10807 406964 E891_1 e891_1_olu_f02.jpg 2 An overview of the research process 4501 This figure shows the larger diagram of which Figure 1 forms one segment. Here there are four contiguous oblong segments moving from left to right. The four segments relate to the four phases of the research process. The first segment is headed ‘Purpose’. The second segment is headed ‘Paradigm’. The third and fourth segments share the heading ‘Design frame’. We shall now take each segment in turn. The main theme covered in the first segment is the ‘Initial research questions’. This descriptor sits at the centre of the segment, with two double-headed arrows running vertically along either side, taking up about two-thirds of the segment. These arrows point upwards to the words ‘Policy context’, indicating that the questions in educational enquiry emerge from practice and are influenced by the prevailing policy relevant to that practice. The vertical arrows also point downwards to the words ‘Scope and scale’ and, below that, the words ‘Institutional practice context’. This shows that policy may relate to a single institution or a small unit within it, and this context will affect the scope of the research. The scope will be limited if the research takes place within a single unit. If the research takes place at national or international level, then the findings may be transferable to more contexts. Research questions are therefore shaped not only by policy but also by practice. The interaction of policy and practice, i.e. where the policy is enacted, will determine the scope and scale of the research (i.e. how large it is, how many research participants and research sites). From the centre of the segment, a horizontal single-headed arrow points from the words ‘Initial research questions’ across the segment’s right-hand border into the second segment, illustrating that the discussion on the initial research questions flows into the second phase of the research process. This phase looks at ontology, epistemology and methodology. The second segment has four arrows forming a cruciform shape, which includes the arrow from the first segment on the left. From the centre of this cruciform shape, the single-headed arrow points upwards to the question ‘What is there to study? (ontology)’. Another arrow points downwards to the question ‘How can we know about it? (epistemology)’, which is towards the bottom of the segment. The arrow on the right is pointing inwards from the central theme of this segment, which is the ‘Refined research questions’. An arrow further to the right points to the questions ‘How do we find out what we are looking for? What data is needed? (methodology)’ These questions are on the boundary between the second and third segments. Taken as a whole, this segment indicates that the initial research questions are refined when they are related to the researcher’s ontological and epistemological theories. The refined questions are then subjected to consideration about how to produce the data necessary. From the centre of the segment, a horizontal double-headed arrow points from the ‘methodology’ descriptor across the second segment’s border into the third segment, illustrating that the discussion on refined research questions flows into third phase of the research process. This looks at research methods and techniques. The third and fourth segments of the figure come under the umbrella heading of ‘Design frame’. The third segment can be thought of as two vertical panels connected by a double-headed arrow. In the left-hand panel is a list of the design frames used in research: these are the ‘Experimental’, ‘Longitudinal survey’, ‘Case study’, Ethnography’, ‘Action research’ and Activity theory’ design frames. In the right panel are the activities taking place within these design frames – the methods and techniques of the research (who to involve and how). Then below that is a list of data-collection instruments – observation, interview and questionnaire – with the descriptor ‘How to generate the data needed’. From the centre of the segment, a horizontal double-headed arrow points from the ‘Methods and techniques’ descriptor into the fourth segment, illustrating that the discussion of methods and techniques flows into the content of the fourth and final phase, which looks at data analysis. At the bottom of the diagram, on the boundary between these two segments, is the word ‘Ethics’, indicating that ethical considerations apply to the activities presented in each segment. The fourth segment shares the same heading as the third segment, ‘Design frame’. The arrow from the third segment points from the left towards the principal theme in this segment, which is ‘Data analysis’. Below this is a descriptor saying ‘Turning data into evidence; validity’. Then, moving down the diagram are the phrases ‘Theme analysis’, ‘Frequency analysis’, ‘Discourse analysis’ and ‘Casual analysis’. Further to the right of ‘Data analysis’, a double-headed arrow connects to the descriptor ‘Claims and inferences’. This completes the figure and forms the final phase of the research process.
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\PGCE_1\1.0\pgce_1_001i.jpg 759 399343 PGCE_1 pgce_1_001i.jpg Figure 1 Comparison of preferred modes of two teachers 2807 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E500_8\1.0\s_gov8_03i_2.jpg 179 397653 E500_8 s_gov8_03i_2.jpg Figure 1 (based on Martin and Holt) 1630 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E500_4\1.0\s_gov4_03i_3.jpg 174 397633 E500_4 s_gov4_03i_3.jpg Figure 1 1547 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E500_4\1.0\s_gov4_08i_4.jpg 174 397633 E500_4 s_gov4_08i_4.jpg Figure 2 1547 Figure 2
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E500_9\1.0\s_gov10_01f_6.jpg 175 397637 E500_9 s_gov10_01f_6.jpg Figure 1 Performance management 1555 Figure 2
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E500_2\1.0\s_gov2_06i_4.jpg 181 397661 E500_2 s_gov2_06i_4.jpg Figure 1 Template calendar 1654 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E500_1\1.0\s_gov1_01i_3.jpg 177 397645 E500_1 s_gov1_01i_3.jpg Figure 1 1611 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E500_1\1.0\s_gov1_03i_3.jpg 177 397645 E500_1 s_gov1_03i_3.jpg Figure 2 1611 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E500_1\1.0\s_gov1_04i_thumb_3.jpg 177 397645 E500_1 s_gov1_04i_thumb_3.jpg Figure 3 1611 Figure 3
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E500_5\1.0\s_gov5_05i_3.jpg 182 397665 E500_5 s_gov5_05i_3.jpg Figure 1 1769 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E500_5\1.0\s_gov5_13i_3.jpg 182 397665 E500_5 s_gov5_13i_3.jpg Figure 2 1769 Figure 2
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E500_6\1.0\s_gov6_05i_3.jpg 171 397621 E500_6 s_gov6_05i_3.jpg Figure 1 1528 Figuren 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E500_6\1.0\s_gov6_13i_3.jpg 171 397621 E500_6 s_gov6_13i_3.jpg Figure 2 1528 Figute 2
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E500_7\1.0\s_gov7_03i_2.jpg 180 397657 E500_7 s_gov7_03i_2.jpg Figure 1 The school planning cycle 1653 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\TL_ARTT1\1.0\art_t1_02i_3.jpg 184 397673 TL_ARTT1 art_t1_02i_3.jpg Figure 1 Three non linguistic signs 2467 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\EE851_1\1.0\ee851_1_001i.jpg 760 399347 EE851_1 ee851_1_001i.jpg Figure 1 Kolb's Cyclical model of experiential learning 3788 Kolb's Cyclical model of experiential learning
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E230_1\1.0\e230_1_008i.jpg 204 397753 E230_1 e230_1_008i.jpg Figure 1 The clock, Exeter Cathedral (c. 1485): the sun, represented as a fleur-de-lis, and the moon revolve around the earth 2794 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E112_3\1\e112_3_fig001.jpg 5587 403038 E112_3 e112_3_fig001.jpg Figure 1 The function of the liver in processing cholesterol 4424
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E112_3\1\e112_3_fig002.jpg 5587 403038 E112_3 e112_3_fig002.jpg Figure 2 It is important to maintain hydration levels during exercise. 4424 Figure 2 It is important to maintain hydration levels during exercise.
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E112_3\1\e112_3_fig003.jpg 5587 403038 E112_3 e112_3_fig003.jpg Figure 3 Adverse effects of dehydration on work capacity (Greenleaf, 1992). 4424 Figure 3 Adverse effects of dehydration on work capacity (Greenleaf, 1992).
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\E112_3\1\e112_3_fig004.jpg 5587 403038 E112_3 e112_3_fig004.jpg Figure 4 The energy concentration of different types of sports drink. 4424 Figure 4 The energy concentration of different types of sports drink.
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\PGCE_2\1.0\pgce_2_001i.jpg 203 397749 PGCE_2 pgce_2_001i.jpg Figure 1 Mentor roles 2704 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\PGCE_2\1.0\pgce_2_002i.jpg 203 397749 PGCE_2 pgce_2_002i.jpg Figure 2 Supporting the student across the programme 2704 Figure 2
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\PGCE_2\1.0\pgce_2_003i.jpg 203 397749 PGCE_2 pgce_2_003i.jpg Figure 3 Peer mentoring 2704 Figure 3
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\PGCE_2\1.0\pgce_2_004i.jpg 203 397749 PGCE_2 pgce_2_004i.jpg Figure 4 Sharing practice 2704 Figure 4
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\PGCE_2\1.0\pgce_2_005i.jpg 203 397749 PGCE_2 pgce_2_005i.jpg Figure 5 Support and challenge in collaborative teaching 2704 Figure 5
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\PGCE_2\1.0\pgce_2_006i.jpg 203 397749 PGCE_2 pgce_2_006i.jpg Figure 6 Co-analysis of practice 2704 Figure 6
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\LIB_3\1.0\image1.gif 196 397721 LIB_3 image1.gif 2508 Figure 1.1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\LIB_3\1.0\image2.gif 196 397721 LIB_3 image2.gif 2508 Figure 1.2
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\LIB_3\1.0\image3.gif 196 397721 LIB_3 image3.gif 2508 Figure 1.3
\\dog\PrintLive\Courses\A151\OpenLearnUnit\published\images\a151_openlearnunit_f1.jpg 11213 407354 A151_1 a151_openlearnunit_f1.jpg Figure 1 Pilgrim medal from Santiago de Compostela, Spain. Photo: Mark Simmons. 4542 A colour photograph of a small, metal scallop shell. It is grey in colour, with lines engraved on the metal which outline the shapes of a shell. There is brown decolourisation in some of the outlines. At the top of the shell are three chain links.
\\dog\PrintLive\Courses\A151\OpenLearnUnit\published\images\a151_openlearnunit_f2.jpg 11213 407354 A151_1 a151_openlearnunit_f2.jpg Figure 2 Pieces of concrete taken from the Berlin Wall after its destruction in November 1989. Photo: Peter Elmer. 4542 A colour photograph of three pieces of broken-up grey concrete placed on plumbing pipe in a corner next to a white toilet. The largest piece, lying against the wall has green, orange, purple and blue spray-paint on its top surface. The other two smaller pieces, in front of the larger piece, have blue, purple and green spray-paint on them.
\\DCTM_FSS\content\Teaching and curriculum\Modules\A Modules\A230\A230 materials\OpenLearn Study Unit 02\_Assets\a230_book3_fig5.1.jpg 11036 407185 A230_2 a230_book3_fig5.1.jpg Figure 1 Carnival spectators watching from the pavement, Trinidad, c.1940s–1950s. Photo: © Bradley Smith/Corbis. 4533 This black-and-white photograph features a group of people gathered on a sunlit pavement, with the peeling walls of urban buildings behind them. In the lower centre, two young girls wearing dresses and sandals gaze along the street. Several adults stand behind them, the men in shirtsleeves and hats, and the women in patterned skirts and blouses. On the far lower left, the figure of a white man in some kind of uniform is just visible.
\\DCTM_FSS\content\Teaching and curriculum\Modules\A Modules\A230\A230 materials\OpenLearn Study Unit 02\_Assets\a230_book3_fig5.2.jpg 11036 407185 A230_2 a230_book3_fig5.2.jpg Figure 2 Piccadilly Circus, London, c.1950s–1960s. Photo: Lightworks Media/Alamy. 4533 In this colour photograph, traffic circles around the centre of Piccadilly Circus at lower right, with the statue of Eros just visible against the buildings in the lower right centre of the image. A busy street recedes into the distance on the far right. The scene is dominated by large red illuminated hoarding advertising Coca-Cola in the upper left of the photograph. To the right of this, an image of a clock advertises ‘Guiness time’; and the word ‘Schweppes’ is plastered across the adjoining building, on the corner of the receding street.
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\Olympics_1\1.0\olympics_figure_2.jpg 7693 404699 Olympics_1 olympics_figure_2.jpg Figure 1 This medal from the 1896 Olympics illustrates the conscious associations between the revived Olympics and the Ancient Greek Games. The obverse (left) shows the Athenian Acropolis and Parthenon. The reverse (right) shows Zeus holding a globe, upon which stands the goddess of victory (Nike) brandishing a wild olive branch. 4450 Figure 1 This medal from the 1896 Olympics illustrates the conscious associations between the revived Olympics and the Ancient Greek Games. The obverse (left) shows the Athenian Acropolis and Parthenon. The reverse (right) shows Zeus holding a globe, upon which stands the goddess of victory (Nike) brandishing a wild olive branch.
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\Olympics_1\1.0\olympic_1_fig_3.jpg 7693 404699 Olympics_1 olympic_1_fig_3.jpg Figure 2 The Antikythera mechanism, dubbed the world’s earliest computer, was found by sponge divers in 1901 at the bottom of the Ionian sea. One of its uses may have been to calculate the relation between Olympiads and the starting dates of other Ancient Greek athletic events. 4450 Figure 2 The Antikythera mechanism, dubbed the world’s earliest computer, was found by sponge divers in 1901 at the bottom of the Ionian sea. One of its uses may have been to calculate the relation between Olympiads and the starting dates of other Ancient Greek athletic events.
\\DCTM_FSS\content\Teaching and curriculum\Modules\A Modules\A230\A230 materials\OpenLearn\Study Unit 01\_Assets\a230_olsu1_f1.jpg 10324 406540 A230_1 a230_olsu1_f1.jpg Figure 1 Title page of the 1623 quarto version of The Duchess of Malfi. Photo: Lebrecht Authors. 4477 This is a colour photograph of a printed title page. The text on it, centred and in a variety of lettering, reads: ‘The Tragedy of the Dutchesse of Malfy. As it was Presented privatly, at the Black-Friers; and publiquely at the Globe, By the Kings Majesties Servants. The perfect and exact Coppy, with diverse things printed, that the length of the Play would not beare in the Presentment. Written by John Webster. Hora – Si quid – Candidus Imperti si non his utere mecum. London. Printed by Nicholas Okes, for John Waterson, and are to be sold at the signe of the Crowne, in Paules Churchyard, 1623.’
\\DCTM_FSS\content\Teaching and curriculum\Modules\A Modules\A230\A230 materials\OpenLearn\Study Unit 01\_Assets\a230_olsu1_f2.jpg 10324 406540 A230_1 a230_olsu1_f2.jpg Figure 2 Attributed to William Larkin, George Villiers, c.1616, oil on canvas, 206 × 119 cm. National Portrait Gallery, London. Photo: © National Portrait Gallery. George Villiers, the First Duke of Buckingham, was one of James I’s powerful favourites. 4477 This full-length colour portrait depicts Villiers standing with one hand resting on a cloth-covered table to the left and his other hand on his hip. He is formally and very richly dressed in a white doublet and pumpkin breeches beneath an ornately draped red velvet over-garment. His legs appear bare, with a jewelled garter beneath one knee; and he wears heeled shoes, fastened with fancy rosettes. His face, in half-profile, is framed by a starched lace collar; and his dark hair is swept back. Heavy swags of purple curtain hang on either side, giving the whole portrait the air of being highly staged.
\\DCTM_FSS\content\Teaching and curriculum\Modules\A Modules\A230\A230 materials\OpenLearn\Study Unit 01\_Assets\a230_olsu1_f3.jpg 10324 406540 A230_1 a230_olsu1_f3.jpg Figure 3 Helen Mirren as the Duchess in The Duchess of Malfi, dir. Adrian Noble (Manchester Royal Exchange, 1980). Photo: Photostage. 4477 This colour photograph pictures its subject in half-length portrait format. Mirren as the Duchess is brightly lit against a black background. Her low-cut black dress has a tight panel across the bodice, cross-hatched with white embroidery. The same pattern is repeated on tight-fitting lower sleeves. A high black collar, heavily overlaid and scalloped with white lace, stands up from the scooped neck of the dress, forming a circular shape behind Mirren’s head. Her hair is up, with curls emerging at the front beneath an ornate, jewelled tiara. Her gaze is directed towards the right, and her expression neutral.
\\DCTM_FSS\content\Teaching and curriculum\Modules\A Modules\A230\A230 materials\OpenLearn\Study Unit 01\_Assets\a230_olsu1_f4.jpg 10324 406540 A230_1 a230_olsu1_f4.jpg Figure 4 Emblem of loving palms as a symbol of a good marriage, in Cats, J. (1657) Emblemata Moralia et Oeconomica, in Alle de Werken van Jakob Cats, Amsterdam. Photo: By permission of the Folger Shakespeare Library, Washington, D.C.. 4477 This is a reproduction of a black-and-white print from an emblem book. Two palm trees are pictured within a circular frame inside a square one. They lean towards each other across what may be a path or a stream, their large fronded leaves almost touching. The palm on the left is in flower, and a circular garland has been fastened round its trunk. Two doves are perched on the palm on the right, their heads close together.
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\AA314_1\1.0\aa314_1_002i.jpg 10528 406680 AA314_1 aa314_1_002i.jpg Figure 1 Heinrich Schenker (Historisches Museum der Stadt Wien) 4507 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A103_6\1.0\a103_002i.jpg 10526 406658 A103_6 a103_002i.jpg Figure 1 In the eye? A section of the Bayeux Tapestry that may show the death of King Harold. (Musée de la Tapisserie, Bayeux. Photograph: Giraudon) 4505 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_2\1.0\a207_2_001i.jpg 26 397085 A207_2 a207_2_001i.jpg Figure 1 Leopold Kupelwieser, Franz Schubert, 1821, pencil drawing, State Museum of Vienna. Photo: © Museen der Stadt Wien. 1502 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_2\1.0\a207_2_003i.jpg 26 397085 A207_2 a207_2_003i.jpg Figure 2 Moritz von Schwind, Schubert at the piano with the singer Johann Michael Vogl, 1868, drawing, study for A Schubertiad at Ritter von Spaun's, location unknown. Photo: AKG Images, London. 1502 Figure 2
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_2\1.0\a207_2_004i.jpg 26 397085 A207_2 a207_2_004i.jpg Figure 3 Attributed to Franz von Schober, Vogl and Schubert Setting out to Fight and to Conquer, c.1825, caricature, pencil, Historisches Museum der Stadt Wien, Vienna, Austria. Photo: AKG Images, London/Erich Lessing. 1502 Figure 3
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_2\1.0\a207_2_005i.jpg 26 397085 A207_2 a207_2_005i.jpg Figure 4 Franz Schubert, Heidenröslein, autograph score, 1815. Photo: courtesy of Lund University Library, Sweden. 1502 Figure 4
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_2\1.0\a207_2_007i.jpg 26 397085 A207_2 a207_2_007i.jpg Figure 5 Franz Schubert, Frlkonig’, first page of the fair copy sent to Goethe, 1816, Staatsbibliothek zu Berlin – Preußischer Kulturbesitz, Musikabteilung mit Mendelssohn-Archiv. Photo: © Bildarchiv Preußischer Kulturbesitz, Berlin. This figure also shows the simplified piano part that Schubert himself played. 1502 Figure 5
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A103_3\1.0\a103_3_001i.jpg 31 397105 A103_3 a103_3_001i.jpg Figure 1 The Indian Memorial at Neuve Chapelle, designed by Herbert Baker. (Photograph: courtesy of the Commonwealth War Graves Commission) 1632 The Indian Memorial at Neuve Chapelle, designed by Herbert Baker
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A218_2\1.0\a218_2_006i.jpg 77 397289 A218_2 a218_2_006i.jpg Figure 1 When patients were discharged from voluntary hospitals, they often lacked the money to return to the place from which they had come, and consequently added to the number of beggars in the city. To reduce the burden on local workhouses, the governing body of the Edinburgh Royal Infirmary decided to ask sponsors also to pay for the cost of returning to their own homes the patients they had recommended for admission. Advertisement from the Edinburgh Evening Courant, 8 March 1775. 3774 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A218_2\1.0\a218_2_013i.jpg 77 397289 A218_2 a218_2_013i.jpg Figure 2 This is the engraved frontispiece of Haller's Mémoires sur la nature sensible et irritable des parties du corps animal [Treatises on the Sensitive and Irritable Nature of Parts of the Animal Body], 1756–60, in which he discussed the results of his investigations on the physiology of nerves and muscles. Vivisection on animals, as is shown taking place here, was a staple procedure of the research. Note also the collection of foetuses preserved in jars and the hanging skeleton. Often, the spaces used for natural investigations doubled their function as museums 3774 Figure 2
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A218_2\1.0\a218_2_014i.jpg 77 397289 A218_2 a218_2_014i.jpg Figure 3 Human nerves, from Monro's Observations on the Structure and Functions of the Nervous System, 1783 3774 Figure 3
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A218_2\1.0\a218_2_015i.jpg 77 397289 A218_2 a218_2_015i.jpg Figure 4 Richard Earlom, stipple engraving after George Romney, Sensibility, 1789. Unsurprisingly, the personification of sensibility in this picture is a young woman, whose bodily language expresses her heightened feelings, here anguish. Historians have argued that the emergence of sensibility brought about a certain feminisation of social customs 3774 Figure 4
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_3\1.0\a200_3_001i.jpg 7562 404607 A200_2 a200_3_001i.jpg Figure 1 Wenceslaus Hollar, Old St Paul's from the East after Restoration. Photo: Guildhall Library, City of London 4448 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_3\1.0\a200_3_002i.jpg 7562 404607 A200_2 a200_3_002i.jpg Figure 2 James Gordon of Rothiemay/F. de Wit, The Parliament House, Edinburgh (designed by Sir James Murray of Killaberton), c. 1646, engraving. Photo: Reproduced courtesy of the Royal Commission on the Ancient and Historical of Scotland 4448 Figure 2
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_3\1.0\a200_3_003i.jpg 7562 404607 A200_2 a200_3_003i.jpg Figure 3 Jenny Geddes’ Stool, St Giles, 1882, engraving, from James Grant, Cassell's Old and New Edinburgh, vol. 1 London, Cassell, Petter, Galpin & Co., 1882, p. 146. Geddes, a poor market woman, allegedly initiated the stool throwing in St Giles's cathedral, but the first reference to her participation dates from 1670 4448 Figure 3
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_3\1.0\a200_3_004i.jpg 7562 404607 A200_2 a200_3_004i.jpg Figure 4 Illustrations from The Teares of Ireland wherein is lively presented as in a map, a list of the unheard off cruelties and perfidious treacheries of bloud-thirsty Jesuits and the Popish faction, London, A. N. for John Rothwell, 1642, p. 23. Photo: The British Library. This is one of the more luridly illustrated of the many accounts of the Catholic assaults on Protestants in the early months of the rising 4448 Figure 4
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_2\1.0\a200_2_001i.jpg 7565 404608 A200_1 a200_2_001i.jpg Figure 1 Cutting jute, West Bengal, c.1900, photograph, 19.4 x 13.4 cm, photographer unknown 4447 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_2\1.0\a200_2_002i.jpg 7565 404608 A200_1 a200_2_002i.jpg Figure 2 Loading jute from wharf into export steamer, Calcutta, c.1900, photograph, 18.6 x 13.7 cm, photographer unknown 4447 Figure 2
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_2\1.0\a200_2_003i.jpg 7565 404608 A200_1 a200_2_003i.jpg Figure 3 Alexander Wilson, Panmure Street, Dundee, 1900, from original glass negative. Note the crowd in front of the Royal Exchange (home of the Chamber of Commerce) behind the park railings. The ‘market shelter’ is the building to the left of the Exchange 4447 Figure 3
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_2\1.0\a200_2_004i.jpg 7565 404608 A200_1 a200_2_004i.jpg Figure 4 Workers (including women in shawls) leaving Caldrum Works, Dundee, c.1900, photograph, 25 × 20 cm, photographer unknown 4447 Figure 4
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_2\1.0\a200_2_005i.jpg 7565 404608 A200_1 a200_2_005i.jpg Figure 5 Harry Walker & Sons Ltd: profits, value of works and investments, 1892–1914 4447 Figure 5
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_2\1.0\a200_2_006i.jpg 7565 404608 A200_1 a200_2_006i.jpg Figure 6 Harry Walker & Sons Ltd: ordinary dividends, 1892–1914 4447 Figure 6
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_2\1.0\a200_2_007i.jpg 7565 404608 A200_1 a200_2_007i.jpg Figure 7 Jute on horse drays at Victoria Spinning Co. Ltd., 1920s, photograph, 19.9 x 15.1 cm, photographer unknown. Each bale weighed around 400 lbs. 4447 Figure 7
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_2\1.0\a200_2_008i.jpg 7565 404608 A200_1 a200_2_008i.jpg Figure 8 Alexander Wilson, Hawkhill, Dundee, c.1895, photograph from original glass negative 4447 Figure 8
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_2\1.0\a200_2_009i.jpg 7565 404608 A200_1 a200_2_009i.jpg Figure 9 Alexander Wilson, Perth Road, Dundee, c.1895, photograph from original glass negative 4447 Figure 9
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A200_2\1.0\a200_2_010i.jpg 7565 404608 A200_1 a200_2_010i.jpg Figure 10 Women weavers at their looms inside Dens Works, c.1908, photograph, 20 x 25 cm, photographer unknown 4447 Figure 10
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\LIB_1\1.0\image1.gif 37 397129 LIB_1 image1.gif Figure 1 2227 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\LIB_1\1.0\image2.gif 37 397129 LIB_1 image2.gif Figure 2 2227 Figure 2
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\LIB_1\1.0\image3.gif 37 397129 LIB_1 image3.gif Figure 3 2227 Figure 3
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\Red_4\1.0\owens_fig1_titlepageavbible.jpg 3042 401089 Red_4 owens_fig1_titlepageavbible.jpg Figure 1 Title-page of the first edition of the Authorised Version of the Bible, 1611 4387 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\AS208_2\1.0\as208_2_001i.jpg 74 397277 AS208_2 as208_2_001i.jpg Figure 1: The Scottish connection 3731 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\AA302_2\1.0\aa302_2_001i.jpg 1449 399851 AA302_2 aa302_2_001i.jpg Figure 1 3546 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_9\1.0\a207_9_001i.jpg 30 397101 A207_9 a207_9_001i.jpg Figure 1 John Rising, William Wilberforce, oil on canvas, 220 × 130 cm., Wilberforce House, Hull City Museums and Art Galleries. Photo: Bridgeman Art Library. This portrait depicts Wilberforce in 1789, at the time that the campaign against the slave trade was gathering momentum. The sense of chaotic, earnest energy is characteristic 1582 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_9\1.0\a207_9_002i.jpg 30 397101 A207_9 a207_9_002i.jpg Figure 2 James Gillray, Copenhagen House 1795, etching on paper, Corporation of London Libraries and Guildhall Art Gallery, London. Photo: © Corporation of London 1582 A meeting of the radical London Corresponding Society in October 1795 is here vividly portrayed by the well-known caricaturist, James Gillray. Despite the movement’s wish to reshape the constitution, the impression given is more of good-natured protest than of revolutionary subversion.
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_9\1.0\a207_9_003i.jpg 30 397101 A207_9 a207_9_003i.jpg Figure 3 Anonymous, Love Feast of the Wesleyan Methodists, 1820, engraving. Photo: Mary Evans Picture Library, London 1582 By the early nineteenth century, Methodists – at least the more respectable and conservative Wesleyan Methodists – had generally moved away from the revivalist outdoor preaching of their early years and had built permanent chapels, which became a focus for community and social order. This engraving by an unknown artist depicts a Love Feast, or Holy Communion service, around 1820.
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_9\1.0\a207_9_004i.jpg 30 397101 A207_9 a207_9_004i.jpg Figure 4 Henry William Pickersgill, Hannah More, exhibited 1822, oil on canvas, 125.7 × 89.5 cm., National Portrait Gallery, London. Photo: by courtesy of the National Portrait Gallery, London 1582 Figure 4
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_9\1.0\a207_9_005i.jpg 30 397101 A207_9 a207_9_005i.jpg Figure 5 Frontispiece of A Practical View of the Prevailing Religious System of Professed Christians, in the Higher and Middle Classes in this Country, Contrasted with Real Christianity, 1797, British Library, London. Photo: by permission of the British Library, London (shelfmark 1608/3553 T/P) 1582 Title page of the 1797 Dublin first edition of William Wilberforce’s Practical View. The book was published almost simultaneously in both London and Dublin.
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_9\1.0\a207_9_006i.jpg 30 397101 A207_9 a207_9_006i.jpg Figure 6 Richard Newton, Fast Day, 1793, engraving, 23.5 × 33 cm., British Museum, London. Photo: by courtesy of the Trustees of the British Museum 1582 This 1793 engraving by Richard Newton parodies the self-indulgence of the Church of England clergy, who are portrayed tucking into a lavish dinner when they are supposed to be fasting. Obviously a caricature, it points up the worldliness that Wilberforce was striving to counteract.
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_7\1.0\a207_7_001i.jpg 597 399183 A207_7 a207_7_001i.jpg Figure 1 Modern ground-floor plan of the Royal Pavilion, Brighton. Adapted from Jessica M.F. Rutherford, The Royal Pavilion, 1995, courtesy of the Royal Pavilion, Libraries and Museums, Brighton and Hove. 2339 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_7\1.0\a207_7_002i.jpg 597 399183 A207_7 a207_7_002i.jpg Figure 2 Sir Thomas Lawrence, George IV as Prince Regent, c.1814, oil on canvas, 91.4 x 71.1 cm, National Portrait Gallery, London. Photo: courtesy of the National Portrait Gallery, London. 2339 Figure 2
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_7\1.0\a207_7_003i.jpg 597 399183 A207_7 a207_7_003i.jpg Figure 3 Anonymous (probably Henry Kingsbury), The Prodigal Son, 1787, drawing. Photo: courtesy of the Royal Pavilion, Libraries and Museums, Brighton and Hove. The Prodigal Son features in a parable related in the Bible as a delinquent son welcomed back by his father when he repents of his ways. 2339 Figure 3
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_7\1.0\a207_7_004i.jpg 597 399183 A207_7 a207_7_004i.jpg Figure 4 Map of Brighthelmstone, frontispiece from H.R. Attree, Topography of Brighton: and, Picture of the Roads, from Thence to the Metropolis, London, 1809. Photo: Bodleian Library, University of Oxford (G.A. Sussex 8 22). 2339 Figure 4
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_7\1.0\a207_7_005i.jpg 597 399183 A207_7 a207_7_005i.jpg Figure 5 Anonymous, Love's Last Shift, published 1787 by S.W. Fores, London. Photo: courtesy of the Royal Pavilion, Libraries and Museums, Brighton and Hove. 2339 Figure 5
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_7\1.0\a207_7_008i.jpg 597 399183 A207_7 a207_7_008i.jpg Figure 8 J. Barlow, after Thomas Sheraton, A View of the Prince of Wales's Chinese Drawing Room, 1792, engraving, from Thomas Sheraton, Cabinet Maker & Upholsterer's Drawing Book, British Library, London. Photo: by permission of the British Library, London (shelfmark 61.e.22). 2339 Figure 8
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_7\1.0\a207_7_009i.jpg 597 399183 A207_7 a207_7_009i.jpg Figure 9 Anonymous, The Gallery at Strawberry Hill, engraving, from Horace Walpole, A Description of the Villa of Mr H. Walpole at Strawberry Hill, 1784, British Library, London. Photo: by permission of the British Library, London (shelfmark 192.C.16). 2339 Figure 9
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_7\1.0\a207_7_010i.jpg 597 399183 A207_7 a207_7_010i.jpg Figure 10 John Martin, Sezincote, 1817, aquatint drawn and etched. Photo: courtesy of the Royal Pavilion, Libraries and Museums, Brighton and Hove. 2339 Figure 10
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_7\1.0\a207_7_011i.jpg 597 399183 A207_7 a207_7_011i.jpg Figure 11 John Martin, Sezincote, Gloucestershire: The Temple Pool, 1817, print, British Museum, London. Photo: by courtesy of The Trustees of the British Museum. 2339 Figure 11
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A173_1\1.0\a173_1_002.jpg 45 397161 A173_1 a173_1_002.jpg Image 1 Photographer/Painter: Anon. Subject: Unknown woman, 1840s. 2688 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A173_1\1.0\a173_1_003.jpg 45 397161 A173_1 a173_1_003.jpg Image 2 Photographer/Painter: Anon. Subject: Unknown woman with opera glasses, 1850s. 2688 Figure 2
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A173_1\1.0\a173_1_004.jpg 45 397161 A173_1 a173_1_004.jpg Image 3 Photographer/Painter: Anon. 2688 Figure 3
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A173_1\1.0\a173_1_005.jpg 45 397161 A173_1 a173_1_005.jpg Image 4 Photographer/Painter: Anon. 2688 Figure 4
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A173_1\1.0\a173_1_006.jpg 45 397161 A173_1 a173_1_006.jpg Image 5 Photographer/Painter: Anon. Subject: Unknown male in kilt. 2688 Figure 5
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A173_1\1.0\a173_1_007.jpg 45 397161 A173_1 a173_1_007.jpg Image 6 Photographer/Painter: Anon. Subject: Unknown lady with album. 2688 Figure 6
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_1\1.0\a207_003i.jpg 34 397117 A207_1 a207_003i.jpg Figure 1 Jean-Antoine Houdon, Voltaire, 1778, bronze, 45 x 20.8 x 21.2 cm, Louvre, Paris. Photo: Getty Images 2090 Figure 1
\\DCTM_FSS\content\Teaching and curriculum\Modules\Shared Resources\OpenLearn\A207_1\1.0\a207_002i.jpg 34 397117 A207_1 a207_002i.jpg Figure 2 Jean-Baptiste Pigalle, Denis Diderot, 1777, bronze, 52 x 34.5 x 25.5, Louvre, Paris. Photo: © RMN/G.Blot/C. Jean 2090 Figure 2
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ccu lo
Y156_2 What can very young babies do?
Y156_2 How can adults and older children involve babies fully in everyday life and help them feel valued?
OER_1 be able to state your own motivation for producing self-study Open Educational Resources (OERs);
OER_1 have investigated and analysed some of the research into online learning;
OER_1 have evaluated some examples of educational resources for active open learning;
OER_1 be able to plan a structured learning experience using a range of resources;
OER_1 be able to construct an OpenLearn-style unit by remixing resources;
OER_1 have considered how to evaluate your teaching resource.
TL_MUSICT3 an awareness of methods of introducing film music to secondary school pupils;
TL_MUSICT3 an understanding of how the concept of music accompanying image can be applied to skills of composition;
TL_MUSICT3 an awareness of how to develop techniques of appraising and analysing film music through classroom activities.
TG_1 be able to explain what is meant by the term ‘the global dimension’;
TG_1 be familiar with the terminology used in relation to the global dimension;
TG_1 know why the inclusion of the global dimension in the primary school curriculum is important;
TG_1 know how the global dimension can enhance the primary school curriculum;
TG_1 be able to plan the global dimension into the secondary curriculum.
PGCE_1 the nature of ‘professionalism’ and ‘being a professional’ in relation to teaching;
PGCE_1 the importance of effective working relationships with pupils and with colleagues;
PGCE_1 more about the form or group tutor’s role.
PGCE_1 You will also have:
PGCE_1 an overview of the ways in which adults within the wider workforce contribute to successful schools;
PGCE_1 an understanding of the different ways in which a teacher-as-tutor can contribute to the corporate life of the school;
PGCE_1 a working knowledge and understanding of teachers’ professional duties.
E500_8 explain the nature and value of the governing body's monitoring role as part of school improvement;
E500_8 familiarise governors with different forms of monitoring and demonstrate ways in which governors can undertake their role as critical friends of the school;
E500_8 reflect upon the importance of sharing information between members of the governing body and school staff;
E500_8 raise awareness of the importance of the evaluative processes to the improvement cycle.
E500_4 understand ways in which the governing body can be more involved in the planning processes of the school;
E500_4 become familiar with available school performance data;
E500_4 develop your understanding of how performance data can be used to decide future priorities for school improvement;
E500_4 become familiar with the process of agreeing SMART targets.
E500_9 raise awareness of the process and principles of performance management/appraisal in schools;
E500_9 identify the negative aspects of appraisal systems and consider how these might be overcome;
E500_9 enhance understanding of the role of the governing body in the performance review process, especially in relation to reviewing the headteacher's performance;
E500_9 encourage discussion of performance with regard to pay awards, and whether these should, or should not, be automatically related to each other;
E500_9 familiarise governors with the appeal process relating specifically to the headteacher's performance review.
E500_2 to explain the composition of governing bodies and to consider the respective roles of the ‘officers’ of the governing body;
E500_2 to understand the sharing of the governing body's workload within an agreed formal committee structure;
E500_2 to develop governors as effective managers of their role through critical self-evaluation;
E500_2 to encourage governors to undertake appropriate training as a means of establishing good practice within the governing body.
E500_3 explore the relationship between the full governing body and the headteacher, as the school's senior professional;
E500_3 understand the need for building sound working relationships across the whole school;
E500_3 develop your confidence in supporting your school while, at the same time, providing an element of challenge;
E500_3 consider how the governing body works with other stakeholders, particularly in relation to pupils and parents.
E500_1 To briefly explain the history and development of school governance.
E500_1 To explore the role of the governing body in the strategic leadership of schools.
E500_1 To familiarise governors with their statutory responsibilities.
E500_1 To explain the work of governors as partners with the headteacher in the strategic management of their schools.
TL_GEOGSK6 open up and ‘map’ geography and the ways the subject is understood (and sometimes misunderstood);
TL_GEOGSK6 examine ways in which the subject is under pressure – especially with regard to the ‘chasm’ that is said to exist between university and school geography;
TL_GEOGSK6 establish reasons why the subject is important in relation to topical debates about sustainable development and citizenship;
TL_GEOGSK6 evaluate the power of the subject via a practical lesson idea;
TL_GEOGSK6 come to a ‘definition’ of geography in education.
TL_MANAGER to review a job description for a business manager that takes account of today's context;
TL_MANAGER to understand how a business manager can support teaching and learning and all stakeholders;
TL_MANAGER to understand and use a range of analytical tools;
TL_MANAGER to apply these analytical tools to your school's situation, in particular responding to government agendas;
TL_MANAGER to understand how benchmarking data can be used to compare and contrast expenditure and resource management.
E500_5 explain briefly the aim of setting targets in an educational context;
E500_5 familiarise governors with the range of data available to them;
E500_5 demonstrate ways in which governors can extract more detailed information about data through focused questions to the professionals;
E500_5 explore the purpose of setting pupil attainment targets as part of raising standards in schools, and to offer an alternative view about the value of the process;
E500_5 explain briefly the difference between setting targets for pupil attainment and wider objectives for whole-school improvement.
E500_6 explain briefly the aim of setting targets in an educational context;
E500_6 familiarise governors with the range of data available to them;
E500_6 demonstrate ways in which governors can extract more detailed information about data through focussed questions to the professionals;
E500_6 explore the purpose of setting pupil attainment targets as part of raising standards in schools, and to offer an alternative view about the value of the process;
E500_6 explain briefly the difference between setting targets for pupil attainment and wider objectives for whole-school improvement.
TL_MFLT5 have developed a greater awareness of the phonic and historic connections between the vocabularies of the target language and English and other mother tongues of students;
TL_MFLT5 be able to demonstrate how and where to use students' knowledge of English and other languages when introducing new target language vocabulary and when developing students' reading skills.
TL_CIT5 Critically appreciate the significance of claims made for ‘global corporate citizenship’.
TL_CIT5 Understand the nature of work and ‘social citizenship’.
TL_CIT5 Recognize the difference between ‘acts citizenship’ and ‘status citizenship’.
TL_CIT5 Be able to assess the ‘ethical dimension’ to arguments about citizenship.
TL_CIT5 See the relevance of historical comparisons for understanding contemporary citizenship.
TL_CIT5 Appreciate the extent and nature of child labour in the contemporary world.
TL_RE_T4 gain a better idea of the principles of accelerated learning;
TL_RE_T4 develop some techniques to use in your classroom;
TL_RE_T4 plan how to change your way of teaching to use these techniques.
TL_MATHT9 engage in a number of activities that involve visualisation and learn from your own experiences what it means;
TL_MATHT9 learn the views of a well-known mathematics educator talking about visualisation and find out how your views compare with those of some other secondary-school mathematics teachers;
TL_MATHT9 learn some ways that visualising could be incorporated into your classroom and consider a number of resources that might be useful.
TL_LIBRARY clarify your own ideas on literacy criticism;
TL_LIBRARY explore with your pupils what makes a good book;
TL_LIBRARY produce a range of writing frames to encourage pupils to write book reviews;
TL_LIBRARY encourage your pupils to follow some of the award schemes for children's books and perhaps start one of your own.
TL_ICT_1 engage in debates on different views of creativity and form a view on what creativity means;
TL_ICT_1 recognise the ways in which individuals can be creators and generators of new knowledge;
TL_ICT_1 explore ways in which ICT creates new opportunities for creative, collaborative activity.
TL_GEOGT1 review some of the recent debates about the place of geography in the school curriculum;
TL_GEOGT1 consider the different aims of geographical education;
TL_GEOGT1 links for further study
TL_DANCE1 Understanding and practical experience of creating opportunities for learners to develop dance skills;
TL_DANCE1 Awareness and understanding of safe dance practice;
TL_DANCE1 Awareness, understanding and practical experience of giving feedback;
TL_DANCE1 Promotion of discussion and debate about dance issues throughout the dance curriculum.
TL_CIT4 To consider the value of democracy, through examples.
TL_CIT4 To try to challenge perceived wisdom about our political systems.
E500_7 explain the nature and value of the governing body's monitoring role as part of school improvement;
E500_7 familiarise governors with different forms of monitoring and demonstrate ways in which governors can undertake their role as critical friends of the school;

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