Closure checklists It is helpful to consider closure as, in effect, a mini-project, and to plan for it as a distinct set of activities. We have seen that, once the project has been recognised as successful and all of the key milestones have been achieved, reaching the final milestone – closing the project – can seem an anticlimax. One way to focus attention on the work that still needs to be done is to prepare a detailed checklist. 5.1 The relationship with senior management Senior management have a crucial sponsoring role to play both during the planning and the implementation of projects, in terms of establishing their legitimacy, making project resources available and endorsing project progress. For this reason, those involved in a project must be proactive about securing and maintaining senior management support throughout its lifetime. They need to be explicit with senior management that the project is both attractive and feasible. However, during a project, 3.3 Task breakdown chart The task breakdown technique is a very logical approach to identifying the tasks involved in a project. Some people may find it suits them better than using mind maps; other people may find the techniques complement each other. To do a task breakdown chart, first draw a box at the top of a page with the project title inside it. Then mentally identify the main elements that go to make up the project as shown below. Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Figure 1 (top right and left, bottom right): Mike Levers, Th 1.9 Conclusion If we try to recapitulate what we have done in this unit two main areas need to be considered: is there likely to be a European identity in the near future? and how important are national sentiments going to be? While it could be said that by the end of the twentieth century the EU had become a reasonably integrated economic space politically, and especially at the cultural level, progress was limited. But even at the economic level, areas like labour mobility were still very low in the 1.8.1 Discursive practices are flexible In general terms, then, the interaction order is not a set of hard and fast rules which people follow like social dopes. Rather, discursive practices are flexible and creative resources. Genres may be mixed together and new genres can emerge. Part of the task of ethnographers of communication is to try to describe the diversity across social situations. In effect, they are charting what they call communicative ecologies (Gumperz, 1999): the variable and dynamic discursive practices fou 2 Personal lives We start our exploration of the interrelationship of personal lives and social policy with personal stories. Read Extracts 1, 2 and 3 below, and make notes on areas of similarity and difference. What questions are raised a 4.2 EU regional policies Initially, from 1957 to the mid-1970s, the European Community, in line with the dominant centralism of its member states, showed little interest in regional problems, with the exception of south-west France and the chronic ‘underdevelopment’ of southern Italy. Generalised regional policy only developed from 1973 when the UK and the Irish Republic joined, though ironically they have been among the most centralist of all member states. However, they wanted ‘compensation’ for their regio 3.5 Globalisation All this was taking place in the global context of the ending of the ‘long post-war boom’ in the early 1970s. Profit rates were falling and there was a return of generalised capitalist crises, an intensification of competition and a consequent acceleration in the ‘internationalisation’ of production, as larger firms ‘went global’ in their search for restored profit levels. These developments not only exacerbated the problems of ‘problem regions’, they also led to fundamental c 3.3 Reasons for – and effects of – nationalisms and federalisation Most of these regions had their own distinctive history and culture, often including their own ‘minority’ languages. However, there were contemporary reasons for the nationalist or regionalist resurgence, including economic and cultural problems and changes in the power and authority of central state administrations. In some cases (for example, in Ireland and the Basque Country) inspiration was derived from the example of anti-colonial liberation struggles and newly independent (often sma 10.1 Overview This unit has presented a variety of units that have been specifically developed to reflect the enormous interest in Scottish culture and society. The collection of units as a whole demonstrates The Open University's commitment to deliver a curriculum that is appropriate for the differing requirements of each of the countries in the United Kingdom. These units have been collected and developed from across The Open University's catalogue, having been assessed as having particular relevan 9.3 Mental health practice: Bonnyrigg Like many subjects, mental health is complex. This is partly because the language used in discussions about mental health is diverse, can mean different things to different people, and can sometimes be misleading. For example, the term ‘mental health’ is usually used in discussions about just the opposite: ‘mental illness!’ There are, however, good reasons for the confusion surrounding its language. One reason is that decisions about what constitutes ‘mental health’, ‘mental ill 9.1 Overview There are over 139,000 social service workers in Scotland, providing care and support to some of the most vulnerable sections of society. The Scottish Social Services Council is responsible for specifying the standards to which social service workers involved in providing or delivering social work, social care services, early education and child care will work. In this section of the OpenLearn Scotland collection, we look at issues relating to social care by focusing on three particular 8.8 Finding information in society This unit will help you to identify and use information in society, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of organising your 8.6 Poverty in Scotland Poverty in Scotland 2007 is the fifth in a series of books which, since the mid-1990s, have provided a comprehensive picture of the extent of poverty in Scottish society. Each of these books has been charged with making accessible what is often a complex world of figures, diverse measurements, competing definitions and contrasting interpretations of poverty – and identifying what should be done to address poverty. This book is presented as a pdf and was first produced in 2006. 8.5 Who belongs to Glasgow? There are many different ways of interpreting and representing the character and identity of a place – many different geographical imaginations. Identities of places are a product of social action and of how people construct their own representations of particular places. Thus this unit explores ideas about place and identity using the concept of ‘geographical imagination’. This is achieved by examining the images that represent a place, to reveal how those images came about and d 5.3 Heritage case studies: Scotland These case studies introduce various typologies of heritage and the methods used to study them. They help draw attention to the fact that the heritage traditions in England, Scotland and Wales are not the same and are enshrined in slightly different legislation. Every study of heritage requires an understanding of the legal context and the traditions and history governing the object of heritage. The first case study, by Mary-Catherine Garden, involves public memories of two significant 1.1.1 Summary Identity involves: a link between the personal and the social; some active engagement by those who take up identities; being the same as some people and different from others, as indicated by symbols and representations; a tension between how much control I have in constructing my identities and how much control or constraint is exercised over me. 4 Review: misrecognition, disrespect and the politics of fear A recurring theme in discussions of poverty is the distinction between ‘the poor’ and ‘the non-poor’. Echoing nineteenth-century ideas of the ‘deserving’ and ‘undeserving’ poor, or 1930s notions of ‘problem estates’, such distinctions continue to permeate representations of poor populations today and also often figure prominently in policy. Binary classifications such as those highlighted in Author(s):
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