712 search results
Approaching leadership with care
Health, Sports & Psychology

Approaching leadership with care

...et al., 2007, p. 95). Ancona and her colleagues (2007) suggest that the idea of an all-round complete leader is a myth, and it is important instead to acknowledge that any leader will have their strengths and weaknesses. They suggest that the ‘incomplete leader’, having recognised their own strengths and weaknesses, knows when to let go, and will find other people to...
View course Approaching leadership with care
Level 2: Intermediate 5 hrs
Language and creativity
Languages

Language and creativity

...et articulata debito modo pronunciata’ (‘A literate and articulate voice, pronounced in a correct manner’). This acts as a motto for the allegorical figure, defining the meaning of grammar as it is understood in this tradition. In other words, the text supplies additional meaning to the painting, though in a slightly different way from the names in Figure 2. Adam...
View course Language and creativity
Level 2: Intermediate 8 hrs
Exploring critical social work practice
Health, Sports & Psychology

Exploring critical social work practice

...et al., 2007). Practitioners taking this approach do not assume that social work knowledge can be simply applied to practice. Instead, assumptions about knowledge, power, practice and role of self are scrutinised and explored (D’Cruz et al., 2007), and this informs action. This idea is arguably especially important in a context of rapid social change, when new...
View course Exploring critical social work practice
Level 2: Intermediate 5 hrs
Learning to teach: becoming a reflective practitioner
Education & Development

Learning to teach: becoming a reflective practitioner

...et al., 2006, Kuhn, 2000, Kistner, 2010). Being metacognitively aware as a teacher, involves understanding how your thinking (and therefore learning) is developing. Finally, Ixer highlights how, through metacognition, and conscious control of your thinking and learning, you will be more equipped to transfer your learning between different contexts and situations. This is...
View course Learning to teach: becoming a reflective practitioner
Level 3: Advanced 5 hrs
Making creativity and innovation happen
Money & Business

Making creativity and innovation happen

...et al., 2013, p. xii). These ‘products’ refer to everything from physical products to services, ideas, and processes, etc. Critically, however, the way that these ‘products’ are generated can vary substantially from context to context. Activity 1 Are you creative? Timing: Allow about 5 minutes Do you consider yourself creative? Reflect on the times that you have...
View course Making creativity and innovation happen
Level 2: Intermediate 10 hrs
Introducing the psychology of our relationships with fictional villains
Health, Sports & Psychology

Introducing the psychology of our relationships with fictional villains

...et al., 2021). While your attraction towards heroic characters in fiction is easy to understand (they are pro-social, positive characters whom you may see as being role models), the attraction that you feel towards your favourite villain is perhaps harder to explain and has been something which psychologists, alongside authors of fiction, have been interested to explore....
View course Introducing the psychology of our relationships with fictional villains
Level 1: Introductory 12 hrs
Diversity and inclusion in the workplace Badge icon
Money & Business

Diversity and inclusion in the workplace

...et al (2020) focus on gender and race related advice for white men in the US, but they ‘believe it can be used by members of any privileged group who want to create inclusive organisations’: Educate yourself – take the time to read, listen, watch and deepen understanding. Recognise that members of an underrepresented group won’t all have the same experiences. Own...
View course Diversity and inclusion in the workplace
Level 1: Introductory 24 hrs
Assessment in secondary music
Education & Development

Assessment in secondary music

...et al. (2003) identify four main ways in which assessment for learning can be promoted: through questioning through feedback through sharing criteria through self and peer assessment. You will explore each of these in turn and then briefly examine the importance of talking with young people about their assessment and their music-making...Assessment in secondary music: 3.1...
View course Assessment in secondary music
Level 3: Advanced 11 hrs