References 5.4.2 The main body of the interview 5.3 The selection interview 4.12 Candidates make decisions too Learning outcomes By the end of this unit you will be able to: outline the ways in which the relations between work and welfare are made and remade in different places and at different times; explain how these changing relations contribute to constituting welfare subjects; describe how welfare provision that is connected to work affects the lives of different welfare subjects in different and unequal ways; assess the relative influences and effects of Introduction This unit is an adapted extract from the course Personal lives and social policy
(DD305) Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Author(s): Acknowledgements The following material is contained in Work: Personal Lives and Social Policy (ed. Gerry Mooney) 2004, published in association with The Policy Press © The Open University, 2004. This publication forms part of the Open University course DD305, Personal Lives and Social Policy. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under References 4.651 Art Since 1940 (MIT) Build an Approximate Scale Model of an Object Construct And Test Roofs for Different Climates Learning outcomes By the end of this unit you should be able to look at how: experiences of being an older person are shaped through a historical and mutually constitutive process involving an interplay between the personal, work and welfare; and the points of continuity and difference this interplay illuminates; personal experiences of being older are constituted not only through age divisions, but also through loci of social difference and inequality organised around class, (dis) Introduction In this unit we explore the way in which older age has been socially constructed, and focus particularly on how the identity of being an ‘old age pensioner’ (OAP) developed during the twentieth century. This unit is an adapted extract from the course Personal lives and social policy (DD305) Original Copyright © 2004 The Open Acknowledgements The material is contained in Book 1 Chapter 2 of Sexualities: Personal Lives and Social Policy (ed Jean Carabine), part of a series published by The Policy Press in association with The Open University. The other books in the series are: Care: Personal Lives and Social Policy (ed. Janet Fink) Work: Personal Lives and Social Policy (ed. Gerry Mooney) Citizenship: Personal Lives and Social Policy Scissors People Art Learning outcomes By the end of this unit you should be able to: use a feminist historical approach to critically examine theories about how and why fertility decline in Britain occurred and to explore the importance of gender and power in reshaping parenthood and sexuality in social policy and personal lives; use histories of marriage, sexuality, parenthood, birth control and population policy to illuminate the connections between procreative sexuality, personal live Acknowledgements The material below is contained in chapter 2 of Economics and Economic Change Microeconomics (2006) (eds) Graham Dawson, Maureen Mackintosh and Paul Anand which is published by Pearson Education Limited in association with The Open University. Copyright © The Open University The material acknowledged below is Proprietary, used under licence and not subject to Creative Commons Licence (see terms and cond "Introduction to Seismology, Spring 2010" "Physics and Chemistry of the Terrestrial Planets, Fall 2008" Learning outcomes After studying this unit you should be able to: understand the relationship between technological change and industrial revolutions; appreciate the pervasive effect that new technologies can have on the economy and, in particular, on productivity; understand how industry dynamics can be analysed using the ‘industrial life cycle’ model; use data and historical examples to support economic arguments.
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
This subject focuses on the objects, history, context, and critical discussion surrounding art since World War II. Because of the burgeoning increase in art production, the course is necessarily selective. We will trace major developments and movements in art up to the present, primarily from the US; but we will also be looking at art from Europe, Asia, Africa, Latin America, and the Middle East, as well as art "on the margins" — art that has been overlooked by the mainstream cri
Students will create a model of an object of their choice, giving them skills and practice in techniques used by professionals. The students will use sketches as they build their objects. This activity will facilitate a discussion on models and their usefulness.
We design and create objects to make our lives easier and more comfortable. The houses in which we live are an excellent example of this. Depending on your local climate, the features of your house will be different to satisfy your particular needs; protection from hot, cold, windy, and/or rainy weather. Students should be aware of the different types of roofs found on various houses in different environments throughout the world. This can be done with books and photos. Models of the houses will
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Students cut out scissors shapes drawn on paper or card, and turn them into "Scissors people" by drawing (or sticking) features, clothing, etc., on them. Suitable for students with Moderate Special Needs - senior classes, aged 13+ (or Mild Special Needs junior/middle classes).
" This graduate level course presents a basic study in seismology and the utilization of seismic waves for the study of Earth's interior. It introduces techniques necessary for understanding of elastic wave propagation in layered media."
"This course introduces the structure, composition, and physical processes governing the terrestrial planets, including their formation and basic orbital properties. Topics include plate tectonics, earthquakes, seismic waves, rheology, impact cratering, gravity and magnetic fields, heat flux, thermal structure, mantle convection, deep interiors, planetary magnetism, and core dynamics. Suitable for majors and non-majors seeking general background in geophysics and planetary structure."
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Abramovitz, M. (1996) Regulating the Lives of Women: Social Welfare Policy from Colonial Times to the Present (revised edition), Boston, MA, South End Press.
Burghes, L. (1987) Made in the USA: A Review of Workfare – a Compulsory Work-for-Benefits Regime, London, Unemployment Unit.
Clarke, J. (2001) ‘US welfare: variations on the liberal regime’ in C
Arber, S. and Ginn, J. (1995) Connecting Gender and Ageing, Buckingham, Open University Press.
Bardasi, E. and Jenkins, S. (2002) Income in Later Life: Work History Matters, Bristol, Policy Press and Joseph Rowntree Foundation.
Blackburn, R. (2002) Banking on Death or, Investing in Life: The History and Future of Pensions, London, Verso.
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