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Introduction to Spanish
Languages

Introduction to Spanish

...manager artist You will see that the endings in the last row (-ante, -ente and -ista) are the same for masculine and feminine. Note also that the masculine ending -ín has an accent mark while the feminine does not (bailarín/bailarina). Note that many words for professions end in -ero/-era (as in camarero/camarera) and...
View course Introduction to Spanish
Level 1: Introductory 4 hrs
Cynorthwywyr addysgu: Cymorth ar waith
Education & Development

Cynorthwywyr addysgu: Cymorth ar waith

...project, mae Blatchford et al. (2012) yn cyfeirio at ystadegau gan y llywodraeth sy'n dangos bod nifer y swyddi i gynorthwywyr addysgu cyfwerth ag amser llawn ym mhob ysgol brif ffrwd yn Lloegr wedi treblu ers 1997 i gyfanswm o 170,000 yn 2010. Roedd hyn yn cyfateb i 24 y cant o'r gweithlu mewn ysgolion prif ffrwd yn gyffredinol ac, yn fwy penodol, 32 y cant o'r gweithlu...
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Level 1: Introductory 4 hrs
Helen Langdon's ‘Caravaggio’
History & The Arts

Helen Langdon's ‘Caravaggio’

...projects in Victorious Cupid [Langdon Plate 16]. There the frontal pose, the well-lighted genitals, the centered pelvis, and the suggestive glimpse of Cupid's buttocks all encourage us to sexualize the gaze; the sexual nature of the message is confirmed by the prominence of the emblems of sexuality. In St John the Baptist with a Ram, the sexual nature of the enigmatic...
View course Helen Langdon's ‘Caravaggio’
Level 3: Advanced 20 hrs
Exploring a Romano-African city: Thugga
History & The Arts

Exploring a Romano-African city: Thugga

...manager of imperial estates around Thugga and also as patronus pagi et civitatis, meaning patrons of both the Roman citizen pagus and the ‘indigenous’ civitas. So by the second century we begin to see the same individuals playing a leading role in both the citizen and non-citizen communities. Later donations are by members of some of the families we have already...
View course Exploring a Romano-African city: Thugga
Level 3: Advanced 14 hrs
Veiling
History & The Arts

Veiling

...projects you’ve been involved in please? Emma Tarlo Well I got interested in Muslim women’s dress in around 2004 which was just about the time when the French government had said that they were going to ban the wearing of religious symbols in schools. And so I began to get interested in seeing how people in Britain were responding to that proposition. And at that time...
View course Veiling
Level 2: Intermediate 10 hrs
What is politics?
Society, Politics & Law

What is politics?

...projected into the world. While it might seem that the intention behind an action (that is, the intention to engage in politics, or to make a political statement through one’s action) is more important than its interpretation, often that is not actually the case. Actions can become politicised – they can become political, generate political debate and so on –...
View course What is politics?
Level 2: Intermediate 15 hrs
Accessibility of eLearning
Education & Development

Accessibility of eLearning

...projects’, Research in Learning Technology, volume 15, issue 3 pp. 231–245. Available at http://www.tandfonline.com/ doi/ full/ 10.1080/ 09687760701673659 (accessed 08 June 2017). Cooper, M., Sloan, D., Kelly, B., and Lewthwaite, S. (2012) ‘A challenge to web accessibility metrics and guidelines: putting people and processes first’, in Proceedings of the...
View course Accessibility of eLearning
Level 3: Advanced 15 hrs
Social psychology: sense-making in crises
Society, Politics & Law

Social psychology: sense-making in crises

...project’ or ‘impose’ anything. Instead, it was the video itself that evoked their response – very much like a Disney animation would do these days...Social psychology: sense-making in crises: 3.3 Contrasting frames: the experience versus the academic description - Having experienced the Heider and Simmel (1944) experiment for yourself in Activity 5, and then...
View course Social psychology: sense-making in crises
Level 2: Intermediate 8 hrs