References Except for third party materials and otherwise stated (see terms and conditions< Acknowledgements This unit was written by Dr Sue Asbee
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 m 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 This extract is taken from D218: Social policy: welfare, power and diversity, produced by the BBC on behalf of the Open Univer Learning outcomes After studying this unit you should be able to: define the broad issue of children as citizens. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAl Learning outcomes After studying this unit: you will have learned about the central role played by the Roman emperor in the construction and development of culture, identity and power. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Author(s): Learning outcomes After studying this unit you should be able to: discuss how children's early experiences with their parents/caregivers, siblings and peers contribute to the learning of new skills and problem-solving techniques; understand how parents/caregivers use talk and play in informal teaching and learning exchanges with toddlers and young children to communicate social and cultural practices; understand key psychological and educational theories and concepts 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 The extracts taken from this Study Guide are from a course Acknowledgements This unit has been adapted for OpenLearn by The Open University Business School from The Open University course B713 Fundamentals of Senior Management Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-Sh Learning outcomes At the end of this unit you should be able to: develop plans with relevant people to achieve the project's goals; break work down into tasks and determine handover procedures; identify links and dependencies, and schedule to achieve deliverables; estimate and cost the human and physical resources required, and make plans to obtain the necessary resources; allocate roles with clear lines of responsibility and accountabil 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 The unit has been adapted for OpenLearn by The Open University Business School from The Open University course B713: Fundamentals of References Except for third party materials and otherwise stated (see terms and conditions), this content i Learning outcomes At the end of this unit you should be able to: identify the main features of a project; explain the importance of the key dimensions of budget, time and quality; identify the links between a project's scope and definition and a sponsor's strategic and operational objectives; agree the objectives of the project in sufficient detail to enable it to be planned effectively; assess the feasibility of a project and to negotia Learning outcomes By the end of this section you should be able to: understand developments in Scotland with regard to the Enlightenment period; give Scottish examples from the community of philosophers and scientists from the Enlightenment period; describe how these Scots helped influence the Industrial Revolution and the American Revolution. Except for third party materials and otherwise stated (see Author(s): 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 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 References Learning outcomes After reading this unit you should be able to: recognise how images can be analysed and interpreted; comprehend how images can be used to express uncertainties; give examples of images that show change and of social and cultural diversity. Except for third party materials and otherwise stated (see terms and conditions), this c Learning outcomes After studying this unit you will: have developed a systematic understanding of knowledge and a critical awareness of issues in inclusive education; be able to reflect critically upon and analyse your own perspective, and that of others, regarding inclusion; be able to analyse and develop successful inclusive learning practices; be able to identify conceptual frameworks appropriate for investigating inclusion issues, examining the inc References Learning outcomes At the end of this unit you should be able to: reflect on your purposes and expectations in doing this unit; record in your Learning Journal your initial and developing understandings of what the unit is about; use your Learning Journal as an on-going record of your developing understandings, expectations and experiences; use your Learning Journal to record your reflections; begin taking responsibility for your own re
Study Guide Acknowledgements
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Porter, M. E. (1990) The Competitive Advantage of Nations, New York, The Free Press.
Postman, N. (1998) ‘New technology keeps whizzing into our lives’, The Guardian, 5 December (The Editor, pp. 12–13).
Frame, J.D. (1987) Managing Projects in Organizations: How to Make the Best Use of Time, Techniques and People, San Francisco, Jossey Bass.
Buzan, T. (1982) Use Your Head, London, Ariel Books.
Arnett, P. et al. (1998) Flash! Associated Press Covers the World, New York, Harry N. Abrams.
Barley, N. (1983) The Innocent Anthropologist, London, Penguin.
Becker, H.S. (1985) ‘Do photographs tell the truth?’ in Cook, T.D. and Reichardt, C.S. (eds) Qualitative and Quantitative Methods in Evaluation Research, London, Sage.
Author(s):
Gould, P. and White, R. (1974) Mental Maps, Harmondsworth, Penguin.
Knox, P. and Agnew, J. (1989) The Geography of the World Economy, London, Edward Arnold.
Further reading
Smith, R. (1997) Simple Map Reading, Edinburgh, HMSO. This is a short handbook on the techniques of map reading, explained in a str
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