Learning outcomes After studying this unit you should be able to: grasp the concepts of nation, nationalism and self-determination; have a better understanding of the role they play in current political disputes; think about the problem of how to take democratic decisions about secession; relate political theory to political practice more rigorously; take a more informed and active part in debates about national and international politic
Introduction This unit is based on a chapter from the book Living Political Ideas, which is part of the current course DD203 Power, Equality and Dissent. It really attempts to do two things at once. It is about the core concepts and processes with which human groups that think of themselves as nations challenge the existing order and assert their right to a state of their own. And at the same time it is a kind of gentle introduction to how to study political ideas. It is more theoretical, or
Next steps
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?
6 Summary
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?
4.3 The ‘maximum potential’ or ‘major support’ 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?
4.1 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?
3.6.5 Using ‘involvement devices’ sensitively and appropriately
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?
3.6.4 Taking account of ‘external’ perceptions
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?
3.6.3 Balancing emotional commitment with awareness and understanding
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?
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?
3.6 Extending and sustaining involvement
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?
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?
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?
2 Asking someone for something: the core skill
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?
Learning outcomes After studying this unit, you should be able to: understand the process of political devolution in the UK; relate this process to both historical developments and to the wider context of contemporary events in Europe; practise the skill of reading, summarising and evaluating academic arguments; engage more actively as a citizen in relevant political debates (especially if you are a citizen of Scotland, Wales or Northern Ireland!).
1 Overview
Diagrams, mind-maps, tables, graphs, time lines, flow charts, sequence diagrams, decision trees: all can be used to organise thought. This unit will introduce you to a variety of thinking skills. Asking and answering questions is at the heart of high-quality thinking. Questions naturally arise from the desire to know and learn about things and may be the starting point for a journey of understanding.
6 Concluding thoughts We seem to have come a long way and covered a great deal of ground since I approached this subject by explaining that a mechanism must exist to help us focus on one sound out of many. That clearly is one function of attention, but attention seems to have other functions too. The results of visual search experiments show that attention is a vital factor in joining together the features that make up an object, and the experiences of brain-damaged patients suggest that this feature-assembly role
5.3 Event-related potentials When a sense organ (eye, ear, etc.) receives a stimulus, the event eventually causes neurons to ‘fire’ (i.e. produce electrical discharges) in the receiving area of the brain. The information is sent on from these first sites to other brain areas. With appropriate apparatus and techniques it is possible to record the electrical signals, using electrodes attached to the scalp. The electrical potentials recorded are called event-related potentials (ERPs), since they dependably f
2.4 Rapid serial visual presentation It has been known for a long time that backward masking can act in one of two ways: integration and interruption (Turvey, 1973). When the SOA between target and mask is very short, integration occurs; that is, the two items are perceived as one, with the result that the target is difficult to report, just as when one word is written over another. Of more interest is masking by interruption, which is the type we have been considering in the previous section. It occurs at longer S
1.2.3 Cultural approaches to normality What is normal in terms of the simple act of waiting for a bus? In the UK it is expected that people will organise themselves into a queue, so those who have waited the longest can board the bus first. However, this is not true of all cultures. Yet, if someone from a culture that does not queue were waiting for a bus in Manchester and did not wait her turn, she would be chastised for it. So, another approach might be to define as ‘abnormal’ any behaviour that contravenes social norms
