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How to be a critical reader
Languages

How to be a critical reader

...English for academic purposes online...How to be a critical reader: Learning outcomes - After studying this course, you should be able to: consider the importance of examining attitudes to texts understand the organisation of argument texts distinguish between facts and opinions in texts examine hedging as a technique used by writers to express opinions and avoid making...
View course How to be a critical reader
Level 2: Intermediate 7 hrs
‘Problem’ populations, ‘problem’ places
Society, Politics & Law

‘Problem’ populations, ‘problem’ places

...English. Banlieues are generally suburban districts around the major French cities, but they do not equate with suburbs as the term is generally used in the UK. As French Marxist philosopher Etienne Balibar notes: There are banlieues and banlieues, often geographically very close to one another but separated by a social abyss and a permanent antagonism …: some are rich,...
View course ‘Problem’ populations, ‘problem’ places
Level 2: Intermediate 5 hrs
An introduction to death, dying and grief
Health, Sports & Psychology

An introduction to death, dying and grief

...everyday life. So we might – I’m trying to eat a little less chocolate. And I’m trying not to eat blue cheese. And those other things which, at the margins, may make a difference. But the things that have got me to 69, there’s no point in junking them now in case it gave me another two months, because it’s given me the 69 years I’ve had. And that includes a...
View course An introduction to death, dying and grief
Level 2: Intermediate 7 hrs
What was Lewis Carroll like?
History & The Arts

What was Lewis Carroll like?

...everyday life and tea. He was very particular about his tea, which he always made himself, and in order that it should draw properly he would walk about the room swinging the tea-pot from side to side for exactly ten minutes. The idea of the grave professor promenading his book-lined study and carefully waving a tea-pot to and fro may seem ridiculous, but all the minutiæ...
View article What was Lewis Carroll like?
Article 10 mins
The body in antiquity
History & The Arts

The body in antiquity

...everyday things that we do – and take for granted – and all the ways that we think about these things are actually determined by the structures and beliefs of the society in which we live. However ‘normal’ or ‘natural’ they may feel to us, in fact these are but learned processes. Through this view, human experience becomes ‘embodied’. But why does this...
View course The body in antiquity
Level 3: Advanced 5 hrs
Machines, minds and computers
Digital & Computing

Machines, minds and computers

...English scientist and monk Roger Bacon were rumoured to have created heads that could talk, dismissed as sacrilegious abominations by their contemporaries. By the late 16th and early 17th centuries, fake talking heads were appearing all over Europe. The novelist Miguel de Cervantes's hero Don Quixote and his squire Sancho Panza encounter one: The last questioner was...
View course Machines, minds and computers
Level 3: Advanced 10 hrs
Childhood in the digital age
Education & Development

Childhood in the digital age

...everyday lives. The avatar body can be customised in a practically infinite number of ways ranging through height, weight, frame and figure, skin colour, eye colour, facial structure and gender, to fantasy animal characters. Activity 3 Read the extract Playing with Pixels: Youth, Identity, and Virtual Play Spaces from Chana Etengoff. Write down your response to what you...
View course Childhood in the digital age
Level 1: Introductory 12 hrs
Race and Youth Policy: working with young people
Education & Development

Race and Youth Policy: working with young people

...English Riots in the Daily Express Using Moral Panic Theory’, Sociological Research Online, 20(4), pp. 1–10. Olver, K. & Cockbain, E. (2021) ‘Professionals’ Views on Responding to County Lines-Related Criminal Exploitation in the West Midlands, UK’, Child Abuse Review, doi: 10.1002/car.2704 Payne, M. (2009) ‘Modern youth work: purity or common cause?’, in...
View course Race and Youth Policy: working with young people
Level 3: Advanced 6 hrs