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4.1 National identities and UK politics Why do British people speak ‘English’ and not ‘British’? Why is it easier to travel from London to any British city than to travel from Bedford to Leamington Spa? Why are the National Gallery, the British Museum and Tate Modern all in London? Why does London house the Stock Exchange? This has to do with the pivotal role played by England in the constitution of the UK and by the designation of London as the capital of the UK. Within any given country, we are likely to b
3.2 Sub-state forms of nationalism The advancement of democracy in contemporary Western nation-states and the intensification of globalisation processes have encouraged the re-emergence of nationalist movements representing oppressed or silenced nations that demand the right to self-determination. In the case of ethnic groups formed by people of immigrant origin, democracy has provided them with the tools to pursue the right to develop and practice their indigenous culture and language alongside those of the host country. One
3.1 What makes a nation, a state or a nation-state? Why do England, Scotland and Wales take part in the Six Nations rugby championship alongside Italy, Ireland and France? Are they all ‘nations’? What do we mean by calling them ‘nations’? The nation has become one of the most contested concepts of our times. Scholars, politicians and political activists present different definitions of the nation, usually focusing on a variety of cultural, political, psychological, territorial, ethnic and sociological principles. The lack of
1 The politics of devolution This unit examines the politics of devolution and the relationships between the various nations that constitute the UK. It does so by examining the transformation of the UK from a centralised unitary state into a decentralised unitary state. (If you want a quick summary of the terms of devolution, you will find one in Section 5.5.) The unit shows how the devolution process grew out of a long history, and how it is continuing in the c
Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions:
Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions:
9 Notes to help you complete your assessment To complete your assessment portfolio include a contents page to show what evidence you have included for each part. An example of a suitable format for the contents page is shown in Figure 1 above. Figure 1 (PDF, 1 page, 0.1MB) Although the requirements of Parts A and B are listed separately you should think of them as parts of a whole in which each part relates to the others. Parts A and B
7.2 Developing a strategy Present notes/records that show you have planned your use of problem-solving skills in tackling a selected problem from your study or work. Your evidence must include: the goals you hope to achieve over 3–4 months or so; you should indicate how these goals relate to the context in which you are working and to your current capabilities; how you planned and explored the problem and set out the next stages of the work, for example, usi
7.1 Evidence required Part A is about showing you can develop a strategy for using and improving your skills in problem solving, that you can monitor your progress and can evaluate your performance and strategy overall. The evidence you present must show what you have done as you worked through the processes of planning strategically, monitoring, evaluating and presenting your work. Part A must relate directly to the work you have selected for Part B. You must present evidence to show you can:
Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions:
7.2 Developing a strategy Present notes or records to show you have planned your use of number skills. Include: the goals you hope to achieve for your number skills over 3–4 months or so, taking into account the work you have to do and your current capabilities; notes about the resources you might use and the information you need to research to achieve your goals; for example, discussions and econferences, online resources, skills books, course materials, wo
3.1.3 Option 3: Linking the diagrams to a case
Working with diagrams is essential for students of science, technology, engineering and mathematics. This unit is packed with practical activities and tips which make learning from and with diagrams more enjoyable and rewarding. One part of this unit deals with the reading of diagrams and the other part with the drawing of diagrams.
3.1.2 Option 2: Copying out diagrams
Working with diagrams is essential for students of science, technology, engineering and mathematics. This unit is packed with practical activities and tips which make learning from and with diagrams more enjoyable and rewarding. One part of this unit deals with the reading of diagrams and the other part with the drawing of diagrams.
1 Is democracy really such a good thing? Politics is vital to all of our lives. The way our schools and businesses are run, how we travel and make a living, even how we see ourselves – it all depends on political decisions. And we are all democrats today. We have elections, parties compete, we vote, and the winners govern us. But how often do we ask: is democracy really a good thing? Is there another way? We take it for granted that democracy is a good thing and the best political system. But many people complain that democr
Public health and mental health promotion
In this unit you will examine public health from a mental health perspective, beginning with an exploration of the relationship between public health and mental health. Mental health promotion is concerned with achieving positive mental health and quality of life.
2.1 Introduction
What do we mean by ‘wellbeing’ for young people? How is it shaped by social differences and inequalities, and how can we improve young people's mental and physical health? This unit will examine the range of factors affecting young people’s wellbeing, such as obesity, binge drinking, depression and behavioural problems.
3.3 Children as peacemakers – peer mediation One response to witnessing bullying is to stand by and watch it happen. Alternatively, and more positively, children themselves can often act as mediators or peacemakers. Some of the most successful anti-bullying schemes have been those set up or run by children and have involved confronting the bully about the impact of his or her behaviour on others. Other schemes have involved setting up school bullying courts where children are ‘tried’ by a jury of their peers, while in others ch
Making hard choices Change your quality of thinking
In the second of a four part series Don Sull, Associate Professor of Management Practice speaks with Marcel Telles of InBev about 'closing the gap between strategy and execution'.
Srikumar Rao, Adjunct Professor of Marketing, talks about his unique Creative and Personal Mastery course and the overwhelming response he's had
