Learning outcomes
William Wilberforce, the politician and religious writer, was instrumental in the abolition of slavery in Britain in 1807. This unit explores Wilberforce’s career and writings and assesses their historical significance. In particular it examines the contribution that Evangelicalism, the religious tradition to which Wilberforce belonged, made in the transitions between the Enlightenment and Romanticism. Throughout it relates Wilberforce’s career and writings to wider social and cultural devel
Learning outcomes By the time you have completed studying this unit, you should: have greater insight into your own decision-making processes and those of others; be able to use that insight to make more effective decisions; possess a range of different perspectives on what counts as an ‘effective’ decision; be better equipped to understand and influence the decision-making processes of other individuals and groups; understand b
Learning outcomes By the end of this unit, you should be able to: describe accounting's primary objective; explain what is meant by inputs to and outputs from the accounting information system; explain the relationship between data, data processing, data summarisation and information; explain the difference between data and information; describe the five main characteristics of 'good' information; explain the link between
Learning outcomes After studying this Unit you should be able to: define ‘operations’ and ‘operations management’ identify the roles and responsibilities of operations managers in different organisational contexts identify the operations management aspects of your own work apply the ‘transformation model’ to identify the inputs, transformation processes and outputs of an organisation identify the operational an
Learning outcomes
Enterprise systems are software applications that automate and integrate all many of the key business processes of an organisation. With some understanding of software development, you will learn about current development practices for this type of system and develop relevant skills to apply them to real-world problems. You will develop core skills in object-oriented analysis and design, allowing you to develop software that is fit for purpose, reusable and amenable to change.
Learning outcomes After studying this unit you should be able to: explain the relationship between research on national cultures and the development of the culture perspective in business studies; describe some of the problems of working in, and doing business with, businesses in other countries; offer a definition of organisational culture; recognise the factors that constitute or influence the culture of a business. Learning outcomes Learning outcomes By the end of this unit you should have: an understanding of ‘texts’ that is not restricted to the written word; an understanding of war memorials as text; a basic ability to interpret a visual text. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under Learning outcomes Learning outcomes On completion of this topic, you should be able to: Discuss the ways in which children are the victims of violence and the multiple effects that violence has on children, encompassing not only physical pain and injury but also psychological damage. Examine the various roles that children play in relation to violence, as victims, perpetrators, witnesses, colluders and peacemakers. Analyse the relationship between children as victims of violence and a Learning outcomes Learning outcomes After studying this session, you should be able to: describe the difference between marketing as a function and the concept of being market led; evaluate whether an organisation is market led; evaluate the relevance of marketing concepts to your own and other organisations, whether commercial (for-profit) or non-profit; identify your own customers and consumers; list the tangible and intangible elements of your own prod Learning outcomes Learning outcomes Learning outcomes Learning outcomes By the end of this unit you should have: an awareness of the processes of study in the arts and humanities an understanding of key concepts in the arts and humanities. 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 After studying this unit you should have: an awareness of the problems related to evidence for supporting claims on ‘ordinary’ people’s attitudes; an awareness of popular responses to the South African War (1899-1902); an understanding of attitudes to imperialism held by Americans. Except for third party materials and otherwise stated (see Author(s): Learning outcomes On completion of this unit, you will: have developed an understanding of a context in which listening to the perspectives of children is important in developing inclusive education; have gained an insight into the varying perspectives of children; have reflected on how children's perspectives fit into your developing model of good practice and how they relate to your own perspectives. Except for thir
www……..gov.uk You can now access government directly through the web. E-government in action. While studying this unit you look at the scope of e-government, the databases that are necessary, the use of biometrics in identification and verification of identity and assess the usability and accessibility of websites.
This unit examines the area of the brain based learning with a particular focus on the development of the young child's brain and is of particular relevance to those who work with young children. We begin by looking at the structure and functions of the brain, and the impact that sensory deprivation can have on these. We consider the implications of current understandings of brain development for teaching and learning, particularly in an early years setting, and finish by exploring the value of
Do you find fundraising difficult? Are others around you making your role as a fundraiser more difficult than it need be? This unit will help you to understand your role by analysing a variety of issues about the fundraising and the dilemmas and problems that organisations involved in winning resources and support are likely to face.
Online shopping – think of it as a shopping centre in cyberspace, with online auctions as the car-boot sale in the car park. This unit will help you understand how to use online shopping sites, how to ensure that you are using the best sites and the best ways to protect your security.
Computer crashes are often the result of viruses, worms or Trojans as unfortunately some internet users want to cause havoc or vandalise your computer. This unit provides a guide to the downsides of living with the Net. Advice on how to deal with these dangers is provided and security issues like spyware and adware are explained. The unit also deals with protecting children online, and provides links to various helpful websites which deal with the problems raised.
We now live in a global village where distance in no longer a barrier to commercial or social contact. This unit will enable you to gain an understanding of the information and communication technologies that drive our networked world and how they now permeate our everyday lives.
BBC News 24, Sky News, CNN – we live in an era where news has become almost instantaneous. This unit will look at how news is gathered and the technology used for its dissemination. You will also be encouraged to examine how information might be manipulated by questioning its reliability.
Why is the way something looks important? Text, colour, images, moving images and sound all interact to produce a user friendly environment within a user interface. This unit will help you understand the effect each software component has on the user and explain how a consistent and thoughtful application of these components can have a significant impact on the ‘look’ of final product.
