3.6.2 Listening and responding to what donors and supporters say
Legacy fundraising, big-gift seeking are all part of the professional fundraiser's role. This unit will help you to gain the skills necessary to persuade individuals to become donors. How do you change people's ideas about methods of giving, moving them from casual street donations to regular direct debit giving?
Author(s): The Open University

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3.4 Communicating your request
Legacy fundraising, big-gift seeking are all part of the professional fundraiser's role. This unit will help you to gain the skills necessary to persuade individuals to become donors. How do you change people's ideas about methods of giving, moving them from casual street donations to regular direct debit giving?
Author(s): The Open University

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3.3 Deciding what to ask for
Legacy fundraising, big-gift seeking are all part of the professional fundraiser's role. This unit will help you to gain the skills necessary to persuade individuals to become donors. How do you change people's ideas about methods of giving, moving them from casual street donations to regular direct debit giving?
Author(s): The Open University

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3.2 Knowing who to approach
Legacy fundraising, big-gift seeking are all part of the professional fundraiser's role. This unit will help you to gain the skills necessary to persuade individuals to become donors. How do you change people's ideas about methods of giving, moving them from casual street donations to regular direct debit giving?
Author(s): The Open University

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3.1 Introduction
Legacy fundraising, big-gift seeking are all part of the professional fundraiser's role. This unit will help you to gain the skills necessary to persuade individuals to become donors. How do you change people's ideas about methods of giving, moving them from casual street donations to regular direct debit giving?
Author(s): The Open University

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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

Texts

Section 1.3 Case Study: extracted from Faludy, T. and Faludy, A. (1996) A Little Edge of Darkness, Jessi
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Scaling the Map: Activity
Students will learn how to determine map distances and map areas using the map scale. They will also get a better feel for how much an area represents on the map in relation to the size they are suggesting for their cavern.
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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

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

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References

Barnes, P. (1985) E206 Personality, Development and Learning, Unit 1, Raising Questions, Milton Keynes, The Open University.
Bradley, B.S. (1989) Visions of Infancy, Cambridge, Polity.
British Psychological Society (2000) Code of Conduct, Ethical Principles and Guidelines, Leicester, British Psychological Society.
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