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The Financial Five a Day Podcast Series
Money & Business

The Financial Five a Day Podcast Series

...think more purposefully about your personal finance and money habits...Please note, the information provided in these podcasts do not constitute regulated financial advice or recommendation and should not be considered as such. The Financial Five a Day Podcast is not regulated by the Financial Conduct Authority (FCA), its guests are not financial advisors and, therefore,...
View audio The Financial Five a Day Podcast Series
Audio 5 mins
Killers or carers?
Nature & Environment

Killers or carers?

...think we are when it comes to other animals?- asks Matthew Cole and Kate Stewart...We live in a culture that is deeply confused about other animals. Collectively, we may profess to be ‘animal lovers’ but in practice, that love is reserved for a lucky few, including those we usually call ‘pets’, or is conditionally reserved for animals who perform for us on...
View article Killers or carers?
Article 5 mins
Mashing up the Union Jack
Society, Politics & Law

Mashing up the Union Jack

...think, as Paul Gilroy did, that the assimilation of transnational diasporas and migrants is not a process of acculturation, but of cultural syncretism. So how can national symbols, such as flags, represent Britain’s cultural syncretism? Can we mash up or remix different heritages in a national flag to make manifest, materially at least, this idea? In fact, the Union...
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Article 10 mins
Distance education: Do students believe it should be fun?
Education & Development

Distance education: Do students believe it should be fun?

...think that would be called fun?!? - Lots of relevant up to date/current activities, that can be related to in real life. Meeting other students doing the same course is good, and feels supportive, but not many take up the opportunity. - Fun to have a non-serious outlook helps for some and at different times through their learning experience; to be able to cope and show...
View article Distance education: Do students believe it should be fun?
Article 20 mins
How I wrote Frankenstein
History & The Arts

How I wrote Frankenstein

...think of, and to dilate upon, so very hideous an idea?" It is true that I am very averse to bringing myself forward in print; but as my account will only appear as an appendage to a former production, and as it will be confined to such topics as have connection with my authorship alone, I can scarcely accuse myself of a personal intrusion. It is not singular that, as the...
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Article 5 mins
Veiling
History & The Arts

Veiling

...think is the most popular item of clothing in the world now. (2012) Social norms and expectations vary in different cultural, geographical and social contexts and are often subject to change within different historical periods and between different generations. The great popularity of denim jeans across the world is, for example, a relatively recent phenomenon. Wider and...
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Level 2: Intermediate 10 hrs
More working with charts, graphs and tables
Science, Maths & Technology

More working with charts, graphs and tables

...think are the reasons why we choose to present data in this way before you read on. One student has said: If an exam or assessment question asks me to draw a chart or a graph, my heart sinks. I don't like tackling tables either. I only ever draw a graph if I absolutely have to. This course assumes that you have some experience in drawing conclusions from tables and...
View course More working with charts, graphs and tables
Level 1: Introductory 15 hrs
Children’s experiences with digital technologies
Education & Development

Children’s experiences with digital technologies

...thinking skills, collaboration and communication skills, and problem-solving skills (Qian and Clark, 2016). Computers and the internet Computers are widely used by children and teenagers both at home and at school. The Organisation for Economic Cooperation and Development (OECD), which runs the Programme for International Student Assessment (PISA), identified that 96% of...
View course Children’s experiences with digital technologies
Level 2: Intermediate 8 hrs