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 Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.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 material in this unit: 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 Acknowledgements References Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons At 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. 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. Written by Sylvia Thomson Except for third party materials and otherwise stated (see terms and conditions References 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 Acknowledgements Michael Saward is professor in politics at the Open University. 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 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. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Author(s): References 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 Acknowledgements Professor David Lambert is Chief Executive of the Geographical but remains Research Associate of the Institute of Education (London). He is a former secondary geography teacher (for 12 years) and developed a scholarly interest in assessment issues following the introduction of the national curriculum. He also has a research interest in the way teachers select and use textbooks with pupils. He has a long-standing concern with mo Learning outcomes In this unit we will: open up and ‘map’ geography and the ways the subject is understood (and sometimes misunderstood); examine ways in which the subject is under pressure – especially with regard to the ‘chasm’ that is said to exist between university and school geography; establish reasons why the subject is important in relation to topical debates about sustainable development and citizenship; evaluate the power
Genomes are composed of DNA, and a knowledge of the structure of DNA is essential to understand how it can function as hereditary material. DNA is remarkable, breathtakingly simple in its structure yet capable of directing all the living processes in a cell, the production of new cells and the development of a fertilized egg to an individual adult. DNA has three key properties: it is relatively stable; its structure suggests an obvious way in which the molecule can be duplicated, or replicated;
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Other acknowledgements
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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
Jones, T. (1999) ‘Art and Lifelong Learning’, Journal of Art and Design Education, 18 (1), p. 138.
Author(s):
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]
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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