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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

The unit has been adapted for OpenLearn by The Open University Business School from The Open University course B713: Fundamentals of
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References

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.

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
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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.

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.

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
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References

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.
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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.

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
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References

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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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
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References

Jones, T. (1999) ‘Art and Lifelong Learning’, Journal of Art and Design Education, 18 (1), p. 138.

Learning outcomes

By the end of this unit you should be familiar with:

  • the underlying values and justifications of teaching art and art history within the school curriculum;

  • developing strategies to explore and engage with some of the subject criticisms voiced;

  • enhancing and supporting pupil engagement with and exploration of these issues;

  • extending teaching approaches that incorporate some of these values and ideas.

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Acknowledgements

The Open University worked in collaboration with the Specialist School and Academies Trust to prepare this unit for its original publication on TeachandLearn.net.

Author Details

Written by Sylvia Thomson

Other acknowledgements

Except for third party materials and otherwise stated (see terms and conditions
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References

Careers Education Guidance in a Nutshell (DfES, 2004). Available to download at: http://www.cegnet.co.uk/resource/content/files/444.pdf [accessed 26 January 2007]
Careers Education Guidance and Work-related Learning: A briefing for teachers in initial training (DfES, 2005). Available to download at: http://dev.cegnet.co.uk/resource/content/files/677.pdf [accessed 26 Janaury 2007]

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Learning outcomes

The learning outcomes for this unit are:

  • to gain an understanding of the rationale for careers education and guidance (CEG) and young people's need for it;

  • to understand your school's statutory responsibilities for CEG and its links with Connexions;

  • to develop the basic knowledge and skills needed to help students access careers information and guidance;

  • to gain knowledge of the school's CEG programme and the confidence to carry out y
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Learning outcomes

The learning outcomes for this unit are:

  • To consider the value of democracy, through examples.

  • To try to challenge perceived wisdom about our political systems.

References

Lavalettee, M. (1999) A Thing of the Past? Child Labour in Britain 1800 to the Present, Liverpool University Press, Liverpool.
Marshall, T.H. (1965) ‘Citizenship and Social Class’ in Class, Citizenship and Social Development: Essays by T.H. Marshall.
Post, J.E. (2000) Meeting the Challenge of Global Corporate Citizenship, Boston College Centre f
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Learning outcomes

The learning outcomes for this unit are:

  • Critically appreciate the significance of claims made for ‘global corporate citizenship’.

  • Understand the nature of work and ‘social citizenship’.

  • Recognize the difference between ‘acts citizenship’ and ‘status citizenship’.

  • Be able to assess the ‘ethical dimension’ to arguments about citizenship.

  • See the relevance of historical compari
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