Learning outcomes After studying this unit you should: understand why and how innovation is important; recognise the benefits which innovation can confer on an innovating organisation. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Author(s): Learning outcomes Learning outcomes Learning outcomes Learning outcomes Learning outcomes When you have completed this unit you should: be able to discuss some of the ways in which the concept of ‘religion’ has been and is used in the study of religion; have gained some practical experience in the study of religion through exploring examples of religious activity in Britain and India on ‘special days’; be able to identify and to evaluate critically the motives, concerns and methods that typically distinguish the academi Learning outcomes On completion of this unit you should be able to: understand some of the issues surrounding natural heritage;
understand some of the issues surrounding industrial heritage; understand why tensions often arise between conservation and the demands of modern tourism. Except for third party materials and otherwise stated (see terms a Learning outcomes Learning outcomes After studying this unit you should be able to: acquire and critically apply the research, analytical and evaluative skills needed for effective practice and the promotion of equality across universal and specialist services for children; develop a skilled, dynamic and ethical approach to working with children; understand and analyse the contributions of different approaches to the study of children, childhood and families, and recognise the potenti Learning outcomes Learning outcomes By the end of this unit, you should be able to: understand the power of Maclean's poetry in its original Gaelic; give examples of how such poetry engages with historical and cultural change. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Learning outcomes By the end of this unit you should be able to: understand the common issues that arise in projects; practise project management tools and techniques; understand how to avoid some of the common problems that arise in project management; practise project management decisions; understand the interaction of the rational and the more subjective and affective elements of project management. Learning outcomes Learning outcomes Learning outcomes Learning outcomes By the end of this unit you should be able to: understand the significant issues affecting heritage; engage effectively in debates about heritage issues in Scotland. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Author(s): Learning outcomes Learning outcomes Learning outcomes Learning outcomes
In this unit you’ll explore art history. Look around you, it’s likely that wherever you are you’ll be able to see some images, it’s also likely that many of these image will be intended to have some sort of effect on you. Here you will be exploring the power of images via a study of contemporary art from the 1980s onwards. Taking the time to look beyond the immediate appearance of an art work to consider what the artist might be trying to say can be immensely rewarding.
This unit provides you with a set of ideas for developing your approach to managing your own work – what we might call ‘self-management’. In order to do this, we will examine some of the key processes of management decision making – allocating time, staff, physical and financial resources: prioritising and problem solving and monitoring performance.
Here you will find out some of the things very young babies can do. You will also discover how babies can contribute to family life and relationships from birth. You will look at what they need from other adults and children, and what they can learn.
Most children live with a parent or parents, with siblings and relatives and with family pets in the family home, but many children do not live with their parents or even with their families. They may live elsewhere through choice or necessity, but whatever the event that causes them to move away from their parents or families, the significance of moving in a child’s life can be considerable. This material will be of interest to anyone who supports children who live away from their families in
The power of graphics should not the underestimated. They can express information clearly and simply. This unit will help you to assess which style of graphic to use in different situations.
Sunset Song was written in the early 1930s and is still one of the best-known and most-debated Scottish novels. In this unit, we discuss whether Sunset Song succeeds as critique of capitalism and whether it has value as a work of literature separate from its propagandistic ambitions.
This unit examines the role that Scots played in contributing to the developments in healthcare during the nineteenth century. The radical transformation of medicine in Europe included the admission of women as doctors and the increased numbers of specialised institutions such as asylums. Such developments were also influenced by wider social, economic, political and cultural backgrounds – these are also examined.
Childcare, education, working conditions, healthcare, crime … these issues are hotly debated in today's society. They are also issues that Robert Owen, seen by some as a visionary and by others as a knave and a charlatan, sought to address in the early 1800s. This unit uses a series of essays written by Owen to explore the ideas of this important and controversial figure.
In the eighteenth and nineteenth centuries, the approach to medicine was vastly different from today. Health is now recognised, at least in most European countries, as a universal right, but what was it like in the past? How did social and political boundaries affect access to treatment, and what were the treatments of the day? This unit examines how Scottish healthcare institutions were influenced by these underlying social, economic, political and cultural contexts.
We know that culture guides the way people behave in society as a whole. But culture also plays a key role in organisations, which have their own unique set of values, beliefs and ways of doing business. This unit explores the concepts of national and organisational culture and the factors that influence both.
If you've ever been involved in campaigning for change, you probably know that getting the desired result is much harder than it seems. Moreover, the decision to campaign on a particular issue can expose tensions and cracks within an organisation itself. This unit explores effective approaches to campaigning.
Scotsman John Napier is best known to for his treatise on Protestant religion. However, it was his interest in a completely different subject that radically altered the course of mathematics. After forty years of dabbling in maths, he revealed his table of logarithms in the early 17th century.
Never before have social issues been more at the centre of public and private debate. From concerns about sustainability and the future of the planet to the introduction of smoking bans, there is a growing recognition that social marketing has a role to play in achieving a wide range of social goals.
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